Methods of Research refer to how the research is to be carried out.

It is an operational

framework within which the facts are placed so that their meanings may be seen more clearly

(Leedy, 1993). This paper includes six methods of research namely Historiography, Descriptive,

Correlational, Ex-Post Facto, Evaluation and Experimental. Basically all research methods

follows well-defined general procedures, be they basic, applied or developmental. By purpose,

research methods are considered either basic, applied or developmental. Basic or fundamental

is conducted primarily to test or arrive at theory. Action or applied, on the other hand refers to

the application of theory to the solution of problems. Developmental deals with formulating or

testing theory and then developing materials for instruction or other purposes.

Historiography

Kerlinger (1986) defined historical research as the critical investigation of events,

developments, and experiences of the past, the careful weighing of evidence of the validity of

sources of information on the past, and the interpretation of the weighted evidence. Added to

this, Sevilla (1988:46) states that its rather elusive subject-matter – the past, and peculiarly

difficult task of interpretation with this elusive nature of the subject matter imposes. The goal of

the historical research is to know the whole truth of what happened in the past so that we will

not only understand the present bur will be helped in knowing what to do in the present and

future (Levin, Fox and Forde, 2013).

Descriptive

The descriptive method is designed for the researcher to gather information about present

existing conditions. The principal aims in employing this method are to describe the nature of a
situation as it exists at the time of the study and to explore the causes of particular phenomena

(Travers, 1978). Generally, descriptive studies are of several types. These are (a) case studies,

(b) ethnography, (c) content analysis, (d) cross sectional, and (e) longitudinal studies.

a. Case Studies – This is the appropriate design to use when the aim of the study is to have

a deeper, more thorough and more comprehensive understanding of an individual or

group i.e., family, organization, etc. (Ardales, 1992:41).

b. Ethnography – this is a kind of research that is done to examine the totality of the culture

of a people. It is conducted “in situ”, that is in the natural setting in real life (Alicay,

2014:49).

c. Content Analysis – This is an objective, systematic and quantitative evaluation of the

contents of a document (Ballena, 2000:48). This method is used when the objective of

the study is to find out the type and/or the quality of messages found in the document or

mass media.

d. Cross-Sectional – This involves studying participants of various age levels and other

characteristics at the same point of time (Adanza, 1995).

e. Longitudinal – This is a research method that is concerned of determining change over a

period of time (Ardales, 1992).

Correlational

Alicay (2014:48) states that this method is concerned of determining relationships, but no

manipulation of variables. It cannot make causal statement, it can only speak about the

degree to which two variables are related. According to Fox (1969), the distinguishing

characteristic of this type of study is its system, which allows estimation of relationship
between study variables. Correlational studies are useful in generating and testing

hypotheses about relationships between two or more variables.

Ex Post Facto

Ex Post Facto means from after the fact (Gay, 1976). In simple terms, in expost facto

research, the researcher investigates a problem by studying the variables in retrospect. It is

research which the dependent variable is immediately observable and now your main

concern is to find out the antecedents that gave rise to this consequence. Kerlinger (1972)

defines expost facto as systematic empirical inquiry in which the scientist does not have

direct control of independent variables because their manifestations have already occurred

or because they are inherently not manipulable. Gay (1976) says that it is that research in

which the researcher attempts to determine the cause, or reason, for existing differences in

the behavior or status of groups of individuals. In a sense, the researcher observes that

groups are different on some variable and then attempts to identify the major factor/s which

have caused the difference.

Evaluation

Alicay (2014) states that evaluation research aims to determine to what extent an

organization or program measure up to set criteria and standards. There are two types of

evaluation, formative and summative. Guttentag and Struening (1975) differentiates

formative evaluation as evaluations focused on assessing program quality, implementation,

and impact to provide feedback and information for internal improvement, without external
 consequences while evaluation studies designed to provide information on program impact

to external agencies are referred to as summative evaluations.

Experimental

According to Kerlinger (1986), experimental research is a design in which an investigator

manipulates and controls one or more independent variable or variables for variation

concomitant to the manipulation of the independent variables. Experimental research aims

to find out cause and effect relationships between variables. It is considered the most

prestigious method of advancing scientific knowledge (Sevilla, Ochave, Punsalan, Regata

and Uriarte, 1993). Gay (1976) and Ary, Jacobs, Razavieh and Sorensen (2009) believe that

experimental research is the only method of research which can truly test hypotheses

concerning cause-and-effect relationship. The ideal true experiment study is best done in a

laboratory setting where the researcher has full control in manipulating study variables and

ruling out confounding ones.

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