hi, welcome again. today i will write on the different types of research we have. i forgot tho tell all of you that in the 14 of september class we all got the idea of our research proposal. i will tell you about my research proposal later k. alright, from my class i learnt about two types of research:
QUANTITATIVE AND
QUALITATIVE RESEARCH
Another distinction involves the difference between
quantitative and qualitative research.
In the simplest sense,
quantitative data deal primarily with numbers, whereas
qualitative data primarily involve words. But this is too
simple and too brief.
Quantitative and qualitative methods
differ in their assumptions about the purpose of research
itself, methods utilized by researchers, kinds of
studies undertaken, the role of the researcher, and the
degree to which generalization is possible.
Quantitative researchers usually base their work on the
belief that facts and feelings can be separated, that the world
is a single reality made up of facts that can be discovered.
Qualitative researchers, on the other hand, assume that the
world is made up of multiple realities, socially constructed
by different individual views of the same situation.
When it comes to the purpose of research, quantitative
researchers seek to establish relationships between
variables and look for and sometimes explain the causes
of such relationships. Qualitative researchers, on the
other hand, are more concerned with understanding situations
and events from the viewpoint of the participants.
Accordingly, the participants often tend to be directly
involved in the research process itself.
Quantitative research has established widely agreedon
general formulations of steps that guide researchers
in their work. Quantitative research designs tend to be
preestablished.
Qualitative researchers have a much
greater fl exibility in both the strategies and techniques
they use and the overall research process itself.
Their designs tend to emerge during the course of the research.
Sometimes researchers will use both qualitative
and quantitative approaches in the same study.
This kind of research is referred to as mixed-methods
research . Its advantage is that by using multiple methods,
researchers are better able to gather and analyze considerably
more and different kinds of data than they would
be able to using just one approach.
Mixed-methods studies can emphasize one approach over the other or
give each approach roughly equal weight.
EXPERIMENTAL RESEARCH
Experimental research is the most conclusive of scientifi
c methods. Because the researcher actually establishes
different treatments and then studies their effects,
results from this type of research are likely to lead to the
most clear-cut interpretations.
CORRELATIONAL RESEARCH
Another type of research is done to determine relationships
among two or more variables and to explore their
implications for cause and effect; this is called correlational
research . This type of research can help us make
more intelligent predictions.
CAUSAL-COMPARATIVE RESEARCH
Another type of research is intended to determine the
cause for or the consequences of differences between
groups of people; this is called causal-comparative
research .
SURVEY RESEARCH
Another type of research obtains data to determine
specific characteristics of a group. This is called
survey research . Take the case of a high school principal
who wants to fi nd out how his faculty feels about
his administrative policies. What do they like about his
policies? What do they dislike? Why? Which policies
do they like the best or least?
The diffi culties involved in survey research are
mainly threefold: (1) ensuring that the questions are
clear and not misleading, (2) getting respondents
to answer questions thoughtfully and honestly, and
(3) getting a suffi cient number of the questionnaires
completed and returned to enable making meaningful
analyses. The big advantage of survey research
is that it has the potential to provide us with a lot
of information obtained from quite a large sample of
individuals.
ETHNOGRAPHIC RESEARCH
In all the examples presented so far, the questions being
asked involve how well, how much, or how effi ciently
knowledge, attitudes, or opinions and the like exist or
are being developed. Sometimes, however, researchers
may wish to obtain a more complete picture of the
educational process than answers to the above questions
provide. When they do, some form of qualitative
research is called for. Qualitative research differs from
the previous (quantitative) methodologies in both its
methods and its underlying philosophy.
HISTORICAL RESEARCH
You are probably already familiar with historical
research . In this type of research, some aspect of the
past is studied, either by perusing documents of the period
or by interviewing individuals who lived during
the time. The researcher then attempts to reconstruct as
accurately as possible what happened during that time
and to explain why it did.
ACTION RESEARCH
Action research differs from all the preceding methodologies
in two fundamental ways. The first is that
generalization to other persons, settings, or situations is
of minimal importance.
The second difference involves the attention paid to
the active involvement of the subjects in a study (i.e.,
those on whom data is collected), as well as those likely
to be affected by the study’s outcomes.
EVALUATION RESEARCH
There are many different kinds of evaluations depending
on the object being evaluated and the purpose of the
evaluation. Evaluation research is usually described as either
formative or summative . Formative evaluations are
intended to improve the object being evaluated; they help
to form or strengthen it by examining the delivery of the
program or technology and the quality of its implementation.
In contrast, summative evaluations seek to examine
the effects or outcomes of an object by describing what
happens after the delivery of the program or technology
in order to assess whether the object caused the outcome.
QUANTITATIVE AND
QUALITATIVE RESEARCH
Another distinction involves the difference between
quantitative and qualitative research.
In the simplest sense,
quantitative data deal primarily with numbers, whereas
qualitative data primarily involve words. But this is too
simple and too brief.
Quantitative and qualitative methods
differ in their assumptions about the purpose of research
itself, methods utilized by researchers, kinds of
studies undertaken, the role of the researcher, and the
degree to which generalization is possible.
Quantitative researchers usually base their work on the
belief that facts and feelings can be separated, that the world
is a single reality made up of facts that can be discovered.
Qualitative researchers, on the other hand, assume that the
world is made up of multiple realities, socially constructed
by different individual views of the same situation.
When it comes to the purpose of research, quantitative
researchers seek to establish relationships between
variables and look for and sometimes explain the causes
of such relationships. Qualitative researchers, on the
other hand, are more concerned with understanding situations
and events from the viewpoint of the participants.
Accordingly, the participants often tend to be directly
involved in the research process itself.
Quantitative research has established widely agreedon
general formulations of steps that guide researchers
in their work. Quantitative research designs tend to be
preestablished.
Qualitative researchers have a much
greater fl exibility in both the strategies and techniques
they use and the overall research process itself.
Their designs tend to emerge during the course of the research.
Sometimes researchers will use both qualitative
and quantitative approaches in the same study.
This kind of research is referred to as mixed-methods
research . Its advantage is that by using multiple methods,
researchers are better able to gather and analyze considerably
more and different kinds of data than they would
be able to using just one approach.
Mixed-methods studies can emphasize one approach over the other or
give each approach roughly equal weight.
EXPERIMENTAL RESEARCH
Experimental research is the most conclusive of scientifi
c methods. Because the researcher actually establishes
different treatments and then studies their effects,
results from this type of research are likely to lead to the
most clear-cut interpretations.
CORRELATIONAL RESEARCH
Another type of research is done to determine relationships
among two or more variables and to explore their
implications for cause and effect; this is called correlational
research . This type of research can help us make
more intelligent predictions.
CAUSAL-COMPARATIVE RESEARCH
Another type of research is intended to determine the
cause for or the consequences of differences between
groups of people; this is called causal-comparative
research .
SURVEY RESEARCH
Another type of research obtains data to determine
specific characteristics of a group. This is called
survey research . Take the case of a high school principal
who wants to fi nd out how his faculty feels about
his administrative policies. What do they like about his
policies? What do they dislike? Why? Which policies
do they like the best or least?
The diffi culties involved in survey research are
mainly threefold: (1) ensuring that the questions are
clear and not misleading, (2) getting respondents
to answer questions thoughtfully and honestly, and
(3) getting a suffi cient number of the questionnaires
completed and returned to enable making meaningful
analyses. The big advantage of survey research
is that it has the potential to provide us with a lot
of information obtained from quite a large sample of
individuals.
ETHNOGRAPHIC RESEARCH
In all the examples presented so far, the questions being
asked involve how well, how much, or how effi ciently
knowledge, attitudes, or opinions and the like exist or
are being developed. Sometimes, however, researchers
may wish to obtain a more complete picture of the
educational process than answers to the above questions
provide. When they do, some form of qualitative
research is called for. Qualitative research differs from
the previous (quantitative) methodologies in both its
methods and its underlying philosophy.
HISTORICAL RESEARCH
You are probably already familiar with historical
research . In this type of research, some aspect of the
past is studied, either by perusing documents of the period
or by interviewing individuals who lived during
the time. The researcher then attempts to reconstruct as
accurately as possible what happened during that time
and to explain why it did.
ACTION RESEARCH
Action research differs from all the preceding methodologies
in two fundamental ways. The first is that
generalization to other persons, settings, or situations is
of minimal importance.
The second difference involves the attention paid to
the active involvement of the subjects in a study (i.e.,
those on whom data is collected), as well as those likely
to be affected by the study’s outcomes.
EVALUATION RESEARCH
There are many different kinds of evaluations depending
on the object being evaluated and the purpose of the
evaluation. Evaluation research is usually described as either
formative or summative . Formative evaluations are
intended to improve the object being evaluated; they help
to form or strengthen it by examining the delivery of the
program or technology and the quality of its implementation.
In contrast, summative evaluations seek to examine
the effects or outcomes of an object by describing what
happens after the delivery of the program or technology
in order to assess whether the object caused the outcome.
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