This document discusses different types of research classification. It covers three types of classification: by purpose, by strategy, and a comparison of quantitative and qualitative methods. For classification by purpose, there are three main types: basic research which seeks new knowledge, applied research which aims to solve practical problems, and action research which examines solutions through a systematic process. For classification by strategy, research can be quantitative which uses statistical analysis or qualitative which uses interpretive methods. Both have different characteristics and designs. The document compares the nature, assumptions, and strengths of quantitative and qualitative approaches.

1. Research Methods

2. Part 1
(1.3) Classification of Research By
purpose

3. Classification of Research By purpose
There are three (3)type of Research by
Purpose
1.Basic Research (Pure / Fundamental
Research)
2.Applied Research
3.Action Research (Participatory
Research, Collaborative Inquiry,
Emancipator Research, and
Contextural Action Research)

4. 1.Basic Research
Research that seeks to
create new knowledge and
it is not directly related to
technical or practical
problems.

5. Cont.
The researcher provides new
knowledge about a particular
user group but
does not specify a way this
knowledge can be used to solve a
problem.

6. Example
A researcher may perform an
in-depth study or better
understand normal processes
of teaching

7. Example and URL
“History and inter-culturality: Educational
and ideological aspects of the “cross-
thematic integration in the curricula of the
compulsory education in Greece”
by Kostas Aggelakos
Basic Research Journal of Education Research
and Review
http://www.basicresearchjournals.org/educa
tion/pdf/Aggelakos.pdf

8. 2.Applied Research
Research that seeks to solve
problems practitioners face.

9. Cont.
Using a variety of techniques
this research aims to
develop solutions and
recommendations
that can be used to improve
practices.

10. Example
“A study to determine the
effectiveness of a supporting staff
for better performance”

11. Example and URL
“Anxieties and concerns of science student
teachers before and after teaching practice”
by BOB CHUI SENG YON
• Journal of Applied Research in Education
• http://shbieejournal.files.wordpress.com/20
09/09/jare-2008-articlespdf.pdf

12. 3.Action Research
Action research is a process in
which participants examine
and practice systematically
and carefully, using the
techniques of research.

13. Example
What are effective strategies for
using learning objects to
enhance Mathematics in class?

14. Example and URL
“MOVING FROM A TRANSMISSION TO A
SOCIAL REFORM TEACHING PERSPECTIVE:
USING TEACHERS’ ACTION RESEARCH AS
CRITICAL PEDAGOGY IN HIGHER EDUCATION”
by Arch Chee Keen Wong
The Canadian Journal of Action Research
http://cjar.nipissingu.ca/index.php/cjar/article/v
iew/157

15. Conclusion
1.Basic Research:
Concerned with generalizations and
with the formulations of a theory
2.Applied Research
Finding a solution to an immediate problem
3.Action Research
Practical approach to professional
inquiry in any situation

16. Any Question
• Thanks for you time

17. Part 2
(1.4)
Classification of Research By Strategy

18. Research Methods
• Two (2) general categories of
methods currently being used in
Educational Research
Quantitative
Qualitative

20. Its roots
Quantitative Research is rooted in the
Positivist paradigm.
Its mean :
Concerned with experience and
empirical knowledge

21. Paradigm its meaning
a philosophical and theoretical
framework of a scientific school or
discipline within which theories, laws,
and generalizations and the
experiments performed in support of
them are formulated”

22. Quantitative Methods
Quantitative research is the
systematic empirical
investigation of observable
phenomena via statistical,
mathematical or numerical
data or computational
techniques

23. Objective of Quantitative Research
• The objective of quantitative
research is to develop and
employ mathematical models,
theories and hypotheses
pertaining to natural
phenomena.

24. Measurements
• Measuring is key in
quantitative research because
it shows the relationship
between data and
observation.

25. Assumptions of the Researcher
1.We live in a stable, uniform,
and coherent world
2.We can measure, understand,
and generalize about our world
3.Generally regarded as a
positivistic perspective

26. Quantitative Methods :Characteristics
• Objective
• Deductive
• High degree of structure
• Some manipulation of subjects
• May take little time to conduct
• Much social distance between
researcher and subject

27. Quantitative Methods
Five Basic Designs
1. Descriptive
2. Correlational
3. Causal-comparative
4. Experimental
5. Single subject

28. Mohammad Waqar

29. Its Roots
Qualitative Research is rooted in the
Interpretive paradigm.
• Concern with understanding of the word from
an individual perspective.
Critical Humanism is a subtype in which the
researcher involves people studied in the
research process. Data is used for social
change.

30. Qualitative Research
“A kind of research that produces
findings not arrived at by
means of Statistical procedures
or other means of
quantification."

31. Assumptions of the Researcher
• An exploratory and Descriptive focus
• Emergent Design
• Data Collection in the natural setting
• Emphasis on ‘human-as-instrument’
• Qualitative methods of data collection
• Early and On-going inductive analysis

32. Qualitative Methods :Characteristics
Involves unstructured interviews,
observation, and content analysis.
• Subjective
• Inductive
• Little structure
• Little manipulation of subjects
• Takes a great deal of time to conduct
• Little social distance between
researcher and subject

33. Qualitative Designs
Purpose – focus on studying a single person and
gathering data through the collection of stories
that are used to construct a narrative about the
individual’s experience and the meanings he/she
attributes to them
Examples
• What are the experiences of a ABC teacher who
has been moved into an administrative position
in her/his school?
• What does “inclusion” mean to a special needs
child who is placed in a regular education
classroom?

34. Part 3 :
Quantitative and Qualitative
Methods

35. Quantitative and Qualitative Methods
Complementary nature of quantitative
and qualitative approaches
Different purposes of research
1. Explanatory
2. Exploratory

36. Quantitative and Qualitative Methods
1.Consideration of the strengths and
weaknesses of different approaches
for specific purposes
2.The ultimate goal when choosing a
design is to produce a credible
answer to the research question

37. Cont .
1.The research question drives the choice of a
research design
2.The characteristics of specific designs
suggest they will produce more credible
answers to specific types of research
questions than other designs
• Specific purposes
• Specific procedures and analyses for each
design

38. Thanks
• God Bless you
• Have a nice day