Educational Research Types

Research Types 1 Running head: EDUCATIONAL RESEARCH TYPES

Educational Research Types Benjamin Stewart TEC 540: Research Techniques and Procedures Jacqueline Derby July 23, 2006

Research Types 2 Educational Research Types This paper distinguishes between the characteristics of qualitative and quantitative research. Because each method has its strengths and weaknesses, a discussion of the mixed method follows that incorporates qualitative and quantitative research in various degrees depending on the kind of data collection being analyzed. Finally, an action research method was chosen that shows why it is the preferred method for fulltime teachers wanting to conduct a study.

Qualitative Research Qualitative research pertains to collecting, evaluating, and reporting on a particular phenomenon of interest (Gay, Mills, & Airasian, 2006, p. 399). Qualitative research contrasts to quantitative research in that the former is based on nonnumerical data while the later is based on numerical data. Moreover, qualitative research is based on the participants’ perspective while quantitative research is based on the researchers’ perspective. Data collection and analysis methods of qualitative research can be subject to bias, more so than quantitative research practices.

Data Collection Three general techniques of data collection as it pertains to qualitative research are observations, interviews, focus groups, and other methods that include document studies, key informants, performance assessments, and case studies (Frechtling & Sharp, 1997). The best approach is to not rely on just one technique, rather use triangulation (using a combination of techniques to assure the validity of the data). According to Maxwell, there are five distinct criteria for validating qualitative research: descriptive,

Research Types 3 interpretive, theoretical, generalizability, and evaluative (Understanding and Validity‌, 1992).

Although listed separately, one technique in particular is actually a combination of observing and interviewing. Focus groups is a collection of people, usually around eight to ten, that come from similar professional, cultural, and social backgrounds and are considered experts on the topic being researched. A moderator asks questions to each participant that usually can be answered in less than ten minutes. The participants build on each other’s responses as the topic becomes more detailed. It is not necessary that the respondents disagree; only that information is expanded upon collectively by the individuals with similar backgrounds.

Focus groups may be recorded through audio or video and may also be observed through a one-way window. This aids in the analysis of the data since the observers can go back and recall what was said and in the manner in which it was said.

Analysis In contrast to quantitative research analysis, which is typically analyzed once all the data has been collected, data analysis for qualitative research is analyzed during and after the data collection process. It is common for additional questions to arise as the research collects data. The researcher must constantly assess the pertinence of the data being collected as the data collection process progresses.

Quantitative Research Quantitative research uses numerical data in evaluating a controlled setting.

Causal-comparative, experimental, and action research are three types of quantitative research to be discussed.

Research Types 4 Causal-Comparative A causal-comparative study involves an independent and dependent variable and seeks out any cause-and-effect relationship. A relationship does not necessarily equate to causation. This distinction is similar to correlational research, but differs in that “causalcomparative studies typically involve two (or more) groups and one independent variable, whereas correlational studies typically involve two (or more) variables and one group�

(Gay, Mills, and Airasian, 2006, p. 218). Moreover, causal-comparative research differs from experimental research in that the independent variable is controlled in the latter, while not so in the former.

Causal-comparative research evaluates independent and dependent variables that have already occurred in a natural environment. The focus of the research can either be a study on the independent or the dependent variable. Control is particularly an issue since extraneous variables can negatively influence findings. Matching, for example, matches participants in the control and experimental groups with similar backgrounds so to minimize extraneous variables. A drawback of matching is that it could limit the sample size, depending on the availability of participants with like backgrounds.

Experimental Experimental research offers the strongest quantitative approach for proving the cause-and-effect phenomenon. The independent variable is under a controlled environment, extraneous variables are kept out of the study as much as possible, and dependent variables are then observed. The strength of the experimental approach is in the control of the independent variable. The participants, observational setting, study

Research Types 5 duration, and measurement instruments all are controlled to help support the cause-andeffect relationship.

Experimental research is subject to validity threats. Internal validity refers to history, maturation, testing, instrumentation, and statistical regression (Gay, Mills, & Airasian, 2006, p. 238-239). For example, history can threaten the validity of a study since opposing evidence can be exposed as time goes by. Similarly, maturation refers to the effects over time on biological changes that occur as participants get older. Like causal-comparative research, extraneous variables continue to be a control factor and as a result, matching is also used to this end.

Action Research Action research focuses on enhancing the learning environment in a particular educational environment whereby the participant and researcher are usually one of the same (i.e., teacher reflection). The process begins with a topic to evaluate. Data are collected and then evaluated. Based on the final evaluation, an action plan is put into place. This order is not fixed since, for example, after a certain amount of data collection has occurred, it is possible that the topic could need to be changed. After evaluating the data or even after an action plan has been put in place, it could be found that additional data collection is required. These steps lead to a solution that more than likely is specific to a given school district, department, or classroom environment and may not apply outside these environments.

Action research may be critical or practical. Gay, Mills, and Airasian list the values of critical action as democratic, equitable, liberating, and enhancing whereas practical action research emphasizes more of a “how-to� approach (2006, p. 500-501).

Research Types 6 Teachers can benefit from the sharing of teaching techniques and action research provides a means of doing so.

Mixed-Method Research The mixed-research method is the next generation of techniques that attempts to resolve the quantitative/qualitative research method debate. Since each method has its strengths and weaknesses, the mixed-method uses an eclectic approach that creates a synergy between these two methods. Using at least one quantitative and one qualitative approach, a mixed-method can focus more on the quantitative method, qualitative method, or share an equal emphasis. As a result, stronger evidence can be made to support findings.

The mixed-method does have its drawbacks. A study using a mixed-method is more complex, both from the researcher and the reader’s standpoint. It requires more time and can be more costly as well.

Methodology Conducting a research project while teaching fulltime has its advantages and disadvantages. Being able to draw on professional experiences can save time in the data collection process, but limit the time available to evaluate the data and to implement an action plan. Action research would be the most appropriate method given the teaching experience available plus the time constraint of working fulltime. The teacher could reflect on his or her current teaching practices as it pertains to the particular study. This action plan could also be shared with other teachers who could participate in the study as well. An action research can be adapted to individual classroom, departmental, or

Research Types 7 school-wide practices. For these reasons, action research is a viable option for fulltime teachers wanting to pursue a particular area of study.

In conclusion, determining between a qualitative or quantitative research approach depends on the area of study, the time available to conduct the data collection and evaluation, cost considerations, the participants of the study, and the intended audience. Many times, a mixed method is the best option since each approach alone has its advantages and disadvantages. A mixed method can be more time-consuming and complicated, but it can help provide additional supporting evidence to a study that can have a persuasive impact on a study. The researcher ultimately has to choose the most appropriate methods when conducting a study so a valid and unbiased argument may be conveyed.

Research Types 8 References Gay, L, Mills, G., & Airasian, P. (2006). Educational Research: Competencies for Analysis and Applications. Columbus, Ohio: Pearson/Merrill Prentice Hall.

Frechtling, J. & Sharp, L. (1997). Part II: Overview of Qualitative Methods and Analytical Techniques. Retrieved on July 21, 2006 from http://www.ehr.nsf.gov/EHR/REC/pubs/NSF97-153/CHAP_3.HTM Maxwell, A. (1992). Understanding and Validity in Qualitative Research. Harvard Educational Review, 62(3), p. 279-300