LECTURE 3-4

CLASSIFICATION OF EDUCATIONAL
RESEARCH

GUIDELINES FOR RESEARCH

CLASSIFICATION
1.
2.
3.
4.
5.

Classification by How the research

problem is defined
Classification by Purpose of the study
Classification by Method
Classification by Design of the Study
Classification by Application

1a. CLASSIFICATION OF RESEARH BY

HOW THE RESEARCH PROBLEM
IS DEFINED (J. Jonker and B.
Pennink)

Open Research Questions

Historical
Research

Applied
Research

Case Study

Ethnography

Experimental
Research

Causal
Comparative
Research

Correlational
Research

Descriptive
Research

Textual Analysis

Qualitative Research

Quantitative Research

Phenomenology

Closed Research Questions

CLOSED QUESTION
A closed question refers to the question that will not change during the course of
the research once it has been elaborated into a problem definition. Quantitative
research is based on a closed question.
A closed question contains a clear outline which needs to be understood and is
therefore suitable for further delineation, for example, in the form of
operationalizing and testing hypotheses. On the basis of a closed problem the
researcher will formulate one or more suitable research questions. It is these
research questions that will be answered by conducting the actual research.
They will consist of several conclusions that will be used to draw up
recommendations and that may contribute to the solution of the perceived
problem.
Examples :
To what extent do students need an extension of teachers attention?
To what degree are students stimulated by teachers personality?

OPEN QUESTION
An open question refers to the question that can or will change during the course of the research. The process in
which the question obtains its definite shape occurs on the basis of an empirical cycle which is inductive by nature
and always relates to the world of those involved. Qualitative research is characterized by the fact that the
researcher works on the basis of an open question.
An open question takes a broad look at a problem, thus leaving ample space for various definitions. It is often
unclear in advance what actually needs to be examined. The researchers basic attitude in dealing with this kind
of question is dominated by theory development and searching for a grounded theory.
In designing and carrying out the research, the researcher will strive to obtain a balanced understanding of the
organizational reality to ensure that those involved with the problem in the organization (the actors in the field) are
assessed correctly. The theory that has been sought and found also needs to be understood by the people
involved and be useful to them. It is essential to realise when confronted with an open question that the course of
research cannot be strictly determined in advance. An essential part of conducting research based on an open
question is mainly the actual clarification, but it is also about exploring which does not always lead to clarification
of the question. It is only after a certain time that it becomes clear what the meaning of the initially formulated
open question is and if and how it subsequently needs to be answered. So, the result of a research project based on
an open question might result in a clear and well-defined question leading to the subsequent research.
Examples :
What do teachers do when they communicate with each other?
How do teachers shape their relationships with their students?

1b. HOW THE RESEARCH PROBLEM IS

DEFINED (L. R. Gay et al)

Classification by How the Research

Problem Is Defined will determine the
appropriate type of research for a
given study. This implies that the
same general problem can often be
investigated through several different
types of research.

Anxiety as the Same General Problem

Descriptive :
A survey of teachers to determine how and to what degree they believe anxiety affects achievement

Correlational
A study to determine the relationship between scores on anxiety scale and score on achievement

measure

Causal Comparative
A study to compare the achievement of a group of students with high anxiety to that of students with

low anxiety

Experimental
A study to compare the achievement of two groups, one group taught in an anxiety-producing

environment and another group taught in anxiety-reducing environment

Ethnographic
A study of six parents on the cultural patterns and perspectives related to how parents view the link

between anxiety and achievement

Narrative
A study of a first-year teacher in a rural elementary school who struggles(anxiety) with

establishing his teaching credibility on a teaching faculty dominated by female teachers and a
female principal
Note: A research method should be chosen After, NOT Before, the topic or question to be studied. The
research problem determines which approach is appropriate to choose.

QUANTITATIVE
RESEARCH

Descriptive Research
Correlational Research
Causal Comparative Research
Experimental Research

DESCRIPTIVE RESEARCH
(Gay, et al, 1996:249-54).

Descriptive research, or survey research, determines and describes the way things are.
It involves researchers asking a large group of people questions about a particular topic
or issue
Typical descriptive studies are concerned with the assessment of attitudes, opinions,
demographic information, conditions, and procedures
Descriptive data are collected through a questionnaire survey (direct or mail), interviews,
or observation.
The descriptive researcher can only measure what already exists; he has no control
over what is.
The nature of the questions, and the way they are asked, are extremely important in
descriptive research.
Most surveys use some form of close-ended questions.
Descriptive studies are usually classified in terms of how data are collected, that is SelfReport Research and Observational Research.

SELF-REPORT RESEARCH

Survey Research,
Developmental Studies,
Follow-up Studies, and
Socio-metric Studies.
Of the four types of Self-Report Research
Studies, Survey Research is the most well known
and most often conducted.

SURVEY

A survey research is an attempt to collect data from members of a

population in order to determine the current status of that
population with respect to one or more variables.
Surveys are used in many fields, including political sciences,
sociology, economics, and education. In education their most
common use is for the collection of data by school or about
school.
Surveys conducted by school are usually prompted by a need for
certain kinds of information related to instruction, facilities, or the
student population.
Surveys conducted to collect data about schools are initiated by a
variety of groups, including governmental agencies and
researchers. Surveys can be sample surveys or census surveys,
that is, taking all the members of the population, particularly if the
population is relatively small and readily accessible .

DEVELOPMENTAL STUDY

A developmental study is concerned primarily with behavior

variables that differentiate children at different levels of age, growth,
or maturation.
Developmental studies may investigate progression along a number
of dimensions, such as intellectual, physical, emotional, or social
development.
The children under the study may be a relatively heterogeneous
group, such as fourth graders, or may comprise a more narrowly
homogeneous group, such as the study of the gifted children with
high intellectual potential.
Developmental studies can be cross-sectional or longitudinal. When
the cross-sectional method is used, different children at various
stages of development are simultaneously studied; when the
longitudinal method is used, the same group of children is studied
over a period of time as the children progress from level to level.

FOLLOW-UP STUDY

A Follow-up study is conducted to determine the status of a group of

interest after some period of time.
Follow-up studies are often conducted by educational institutions for
the purpose of internal or external evaluation of their instructional
programs, for example, a follow-up study on the graduates
perception of the adequacy of their training.
Follow-up studies may also be conducted solely for research
purposes, for example, a researcher may be interested in assessing
the degree to which initial treatment effects have been maintained
over time.
A study might demonstrate that children participating in preschool
training are better adjusted socially and demonstrate higher
academic achievement in the first grade.
A follow-up study could be conducted to determine if this initial
advantage is still evidence at the end of the third grade.

SOCIOMETRIC STUDY

A sociometric study is the assessment and

analysis of the interpersonal relationships within a
group of individuals.
By analyzing the expressed choices or preferences
of group members for other members of the group,
degree of acceptance or rejection for members of
the group can be determined.
The basic sociometric process involves asking
each member to indicate with which other
members she or he would most like to engage in a
particular activity (Gay, 1996:249-54).

CORRELATIONAL RESEARCH
(Gay, 1996:295-319; Fraenkel & Wallen, 1990:275-201; Gay, Mills, and
Airasian, 2006:191-207).

Correlational research attempts to investigate possible relationships among

variables without trying to influence those variables.
Correlational research involves collecting data in order to determine whether, and
to what degree, a relationship exists between two or more quantifiable variables.
Degree of relationship is expressed as a correlation coefficient. If a relation exists
between two variables, it means that the scores within a certain range on the one
variable are associated with scores within a certain range on the other variable.
The correlation can be positive or negative.
A positive correlation means high scores on the one variable tend to be
associated with high scores on the other variable, while low scores on the one
variable are associated with the low scores on the other.
A negative correlation, on the other hand, means high scores on the one variable
are associated with low scores on the other variable, and low scores on the one
are associated with high scores on the other. Whether the correlation is positive or
negative between two variables, it does not imply that one of the variables is the
cause of the other.

CORRELATIONAL
RESEARCH

Correlational research is sometimes treated as a type of

descriptive research because it does describe an existing
condition. The difference is that correlational research describes in
quantitative terms the degree to which variables are related.
Correlational studies provide an estimate of just how related two
variables are. If two variables are highly related, a correlation
coefficient near +1.00 (or 1.00) will be obtained; if two variables
are not related, a coefficient near .00 will be obtained.
Variables that are highly related may suggest causal-comparative
or experimental studies to determine if the relationships are causal
(Gay, 1996:295-319; Fraenkel & Wallen, 1990:275-201; Gay, Mills,
and Airasian, 2006:191-207).

CAUSAL COMPARATIVE
RESEARCH

Causal-comparative research 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.
Since both the effect and the alleged cause have already occurred
and are studied by the researcher in retrospect, this kind of
research method is also called ex post facto (Latin- after the fact).
The basic causal-comparative approach (sometimes referred to as
retrospective) involves starting with an effect and seeking for
possible causes.
A variation of this basic approach (sometimes referred to as
prospective) involves starting with a cause and investigating its
effect on some variable.
Retrospective causal-comparative studies are by far more
common in educational research.

EXPERIMENTAL
RESEARCH

Experimental research directly attempts to influence a particular

variable, and tests hypotheses about cause-and effect
relationships. In an experimental study, the researcher
manipulates at least one independent variable, controls other
relevant variables, and observes the effect on one or more
dependent variable.
The independent variable, also referred to as the experimental
variable, the cause, or the treatment, is that activity or
characteristic which is believed to make a difference.
The dependent variable, also referred to as the criterion variable,
effect, or posttest variable, is the outcome of the study, the change
or difference in groups that occurs as a result of manipulation of
the independent variable.
An experimental study is guided by at least one hypothesis that
states an expected causal relationship between two variables.

EXPERIMENTAL
RESEARCH

The experimental researcher selects or forms the groups, decides what is

going to happen to each group, tries to control all other relevant factors
besides the changes that he has introduced, and observes or measures the
effect on the groups at the end of the study.
An experimental study typically involves two groups, that is, experimental
group and control group (although there may be only one group, or there
may be three or more groups).
The experimental group typically receives a new or novel treatment, that is,
the treatment under investigation, while the control group either receives a
different treatment or is treated as usual. Both experimental and control
groups are equated on all other variables that might be related to performance
on the dependent variable.
The experimental researcher administers a test of the dependent variable and
then determines whether there is a significant difference between the groups
after they have been exposed to the treatment for some period of time.

QUALITATIVE RESEARCH

Ethnography
Phenomenology
Text Analysis
Case Study
Applied Research
Historical Research

A COMPARISON OF QUALITATIVE
CHARACTERISTICS OF RESEARCH
Where Do
We Look for
Meaning?

Whose
Interpretation?

What Is
the Unit of
Analysis?

What Is
Outcome
Goal?

Ethnography

Culture

Balance of
researcher and
participant

Community

Cultural map

Phenomenology

Experience of
phenomenon

Co-researchers

Individuals and
groups

Essence of
phenomenon

Case Study

Characteristics
of bounded
system

Researcher

Organization,
group, individual,
or critical incident

Describe and
interpret case

Textual Analysis

Language and
symbols

Researcher

Texts or
conversation

Interpretation

Applied Research

Constructed
experience with
program

Collaboration of
participants and
researcher

Individual, group,
or organization

Evaluation/
problem solving

ETHNOGRAPHY

Meaning, according to this method, resides

in cultural practices.
Ethnography involves the observation and
recording of conversations, rituals,
performances, ceremonies, artifacts, jokes,
and stories.

PHENOMENOLOGY

Phenomenology focuses on how people experience a particular

phenomenon
How Does Phenomenology Focus on Meaning?
Phenomenologists study the meaning of everyday life .
Orbe (1998), for example, developed a phenomenological study of the
communication experiences of non-majority groups within the dominant
American culture, such as women, people of color, gays/lesbians/
bisexuals, people with disabilities, and persons of lower socioeconomic
status. Orbe wanted to understand the experience of communicating with
a dominant culture that had communication norms different from ones
own. For example, European Americans, who enjoy the dominant power
structure in the United States, frequently denigrate ethnic and minority
groups for being too angry or out of control in their articulation of
oppression and discrimination. This silences the non-majority cultural
groups by denigrating the style of communication and ignoring the
substance of the message.

TEXT ANALYSIS
Focus
Textual analysis involves the identification

and interpretation of a set of verbal or

nonverbal signs . Everything that we
encounter, from clothing to books to food
to architecture, is a sign.
A sign , according to philosopher Charles
Sanders Peirce (1988), compels us to think
about something other than itself.

TEXT ANALYSIS

The Role of the researcher

The researcher is the interpreter of the selected text

or texts.
The assumptions of textual analysis allow an infinite
number of possible interpretations of any given text
and each interpretation is equally valid to the extent
that it reflects the meanings attributed to the text by
the interpreter.
The researchers interpretation is only one of the
many possible valid interpretations of a given text.
The researcher seldom seeks the interpretations of
others; the researchers own interpretation is salient

TEXT ANALYSI

How Does Textual Analysis Focus on

Meaning?
Meaning is at the heart of textual analysis.
Meaning can be analyzed from the perspective

of the speakers intent, the audiences reaction,

the historical or cultural context in which the
text was created, or the contemporary historical
and cultural context in which the text is
experienced today.
Each perspective on meaning will likely yield a
different interpretation of a text.

TYPES OF TEXTUAL
ANALYSIS
The Rhetorical Perspective,
The Critical Studies Perspective,
and
The Discourse Analysis
Perspective

THE RHETORICAL PERSPECTIVE

The rhetorical perspective focuses on persuasion and

influence.
An assumption underlying the rhetorical perspective is that
texts have meanings and meanings influence people.
Researchers engaged in textual analysis believe that
pornography, violent films, advertising, and gender and racial
stereotypes do influence peoples beliefs, attitudes, and
behaviors.
Not all researchers agree as to the specific type or degree of
this effect, but textual analysis research assumes that
meanings do have an effect.
From a rhetorical perspective, we experience culture through
texts . We can come to understand our tradition, our values,
and our identity only through the interpretation of cultural texts.

THE CRITICAL STUDIES

PERSPECTIVE

The critical studies perspective sees texts as sites of power

struggle.
Embedded in popular culture texts (e.g., films, television, music, etc.)
are messages about who has power and who does not.
Critical studies scholars examine texts for evidence of overt and latent
oppression, stereotyping, and discrimination.
Texts often present one viewpoint, and that viewpoint often constructs
and reinforces the power of a particular group .
Martha Soloman (1994) conducted a textual analysis of the medical
reports of the Tuskegee experiments. She concluded that the language
used in the published medical reports served to dehumanize the men in
the study. She noted, for example, that the men in the study were
referred to as hosts of the disease and syphilitics. As a result, the
men in the study became the disease and lost their identity as suffering
individuals and humans. Solomons critical study highlights the racism
that allowed this study to continue, unquestioned, for nearly 40 years.

THE DISCOURSE ANALYSIS

PERSPECTIVE

The discourse analytic perspective

maintains that the window to understanding
a particular culture, a particular social group,
or a phenomenon is through the detailed
analysis of conversations and stories.
The underlying assumption of discourse
analysis is that it is through communication
that meanings are created and sustained.
Two specific kinds of discourse analysis are
conversation and narrative analysis

CONVERSATION
ANALYSIS
Conversation analysis is the interpretation of a naturally occurring
conversation.
The words and the nonverbal communications and behaviors
(collectively referred to as non verbals ) are analyzed to explore how
the conversation is structured and what functions the specific
utterances serve. Frankel and Beckman (1989) conducted a
conversational analysis of doctor - patient interaction. They found that
doctors structured the interaction as an interview, but that patients were
more likely to structure the interaction as a conversation.
An interview is comprised of direct questions with the expectation of
very specific answers.
In contrast, a conversation starts with generalities and pleasantries
before progressing to the primary purpose of the interaction. Frankel
and Beckman found that patients employing a conversational structure
were still waiting to discuss the primary purpose of their visit when the
doctor had already left to see the patient in the next room.

NARRATIVE ANALYSIS
Narrative analysis is the analysis of naturally
occurring storytelling
Researchers are interested in how the story is
structured and also what functions the story
serves, such as building community, maintaining
relationships, or establishing group identity and
values. Webster (2002), for example, studied the
life story reminiscence of the elderly and
identified four functions that this public
storytelling serves: death preparation, intimacy
maintenance, teaching, and connection.

WHERE DO RESEARCHERS DO
TEXTUAL ANALYSIS?

Textual analysis is conducted wherever the

researchers find a text.
Any object or verbal or visual text that carries symbolic
meaning is a source for textual analysis.
A roommates clothing choice compels you to think about his or

her personality;
the books on your bookshelf reflect your interests and identity;
the building materials and shape of the building you are sitting
in say things about the culture, values, economics, and
functions of the space anticipated by the building s creators.
In this sense, a film, a speech, an advertisement, a magazine,
a book, a television show, a statue or memorial, a landscape, or
a music video are all texts that carry interpretive meaning and
can therefore be analyzed.

HOW DO RESEARCHERS DO TEXTUAL

ANALYSIS, AND WHAT FORM DOES IT TAKE
WHEN IT IS DONE?

Textual analysis may be based on existing written documents or

transcriptions of oral data.
When we are working with a document or preexisting text (e.g., a film,
speech, news report, or music video), a number of analytic techniques are
available.
Example :
feminist criticism looks for gender inequalities;
culture - centered criticism explores the interpretation of a text from different

cultural perspectives of meaning.

When working with conversation analysis, the research questions are

focused more on the functions of each utterance, the sequencing of
utterances, and how the utterances serve to construct particular realities
and meanings. The process of transcribing interviews and conversations is
tedious and time - consuming. Not only must we type the words, but we
must also record or note the physical non-verbals (e.g., leans forward) and
the paralinguistic cues (e.g., stutters, rising intonation, loudness, etc

CASE STUDY

There are several types of case studies. A case study

can be a single -case study or a collective case study .
A collective case study involves a comparison of
several related cases, such as a comparison of
several corporate organizations.
A case study can also be focused on one person, and
called a biographical case study, or focused on one
event, and called a critical incident study .
The purpose of a case study is to understand the
characteristics that define a particular bounded
system, and perhaps to describe an event or process
occurring within that system.

APPLIED RESEARCH
Action Research
The purpose of action research is to solve classroom
problems through the application of the scientific
method.
It places its emphasis on a problem, here and now, in a
local setting.
Its findings are to be evaluated in terms of local
applicability.
Action research is more applied than theoretical, and
more oriented toward problem solving than toward
increasing knowledge for its own sake.

APPLIED RESEARCH
Action Research

Action research is an ethical and moral calling to use

research findings to better our lives as individuals and
communities.
Action research is more applied than theoretical, and
more oriented toward problem solving than toward
increasing knowledge for its own sake.
Some action researchers would say the only justifiable
goal of asking people to participate in a research study
is that the results be used directly to improve the lives
of those studied.

APPLIED RESEARCH
Evaluation Research

Evaluation research focuses on assessing the

effectiveness of a particular program or course of
action in solving a particular problem. Evaluation
research is used extensively in education, where
researchers compare the effectiveness of various
teaching models. Evaluation research is less
common in other social sciences, but is receiving
increased attention as an applied research method.

HISTORICAL RESEARCH
Historical research is the systematic collection and evaluation of data related to
past occurrences in order to describe causes, effects, or trends of those events
that may help to explain present events and anticipate future events. Many
current educational practices, theories, and issues can be better understood in
light of past experiences.
Historical studies make people aware of what has happened in the past so they
may learn from past failures and successes
Historical researches make people learn how things were done in the past to see
if they might be applicable to present day problems and concerns.
The steps involved in conducting a historical research are essentially the same as
for other types of research: definition of a problem, formulation of questions to be
answered or hypotheses to be tested, systematic collection of data, evaluation of
data, and production of a verbal synthesis of findings or
confirmation/disconfirmation of hypotheses. The historical researchers task is to
objectively evaluate and weigh all evidence in arriving at the most tenable
conclusion. The researcher can neither manipulate nor control any of the
variables.

2. CLASSIFICATION OF RESEARCH BY
PURPOSE (L.R. Gay, et al. 2006: 6-8)

Basic and Applied Research

Evaluation Research
Research and Development
(R&D)
Action Research

BASIC RESEARCH

Basic research is conducted for the purpose of

theory development and refinement
It is concerned with establishing general
principles of learning; it is not concerned with
practical applicability;
It most closely resembles the laboratory
conditions, and controls usually associate with
scientific research.
Basic research provides the theory that
produces the implications for solving
(educational) problems.

APPLIED RESEARCH

Applied research is conducted for the

purpose of applying, or testing theory
and evaluating its usefulness in solving
(educational) problems.
Applied research provides data to
support theory, guide theory revision, or
suggest development of new theory.

NOTES ON BASIC AND APPLIED RESEARCH

Basic and applied researches are both important in education

It is difficult to discuss basic and applied research separately
as they are really on a continuum.
Classification of a given study along this continuum is based
primarily on the degree to which the findings have direct
(educational) application (applied) and the degree to which
they are generalizable to other ( educational) situations
(basic).
At the most applied end of the continuum, there are three
kinds of research worthy of special mention, namely
evaluation research, research and development (R&D), and
action research.

EVALUATION RESEARCH
Evaluation research focuses on assessing
the effectiveness of a particular program or
course of action in solving a particular problem.
Evaluation research is used extensively in
education, where researchers compare the
effectiveness of various teaching models.
Evaluation research is less common in other
social sciences, but is receiving increased
attention as an applied research method.
Evaluation research can be experimental or nonexperimental, quantitative or qualitative or both.

ACTION RESEARCH

Action research focuses on improving conditions in a particular

setting without generalizing. It places its emphasis on a
problem, here and now, in a local setting; its findings are to be
evaluated in terms of local applicability. It is not concerned with
whether the results are generalizable to any other setting.
Action research is more applied than theoretical, and more
oriented toward problem solving than toward increasing
knowledge for its own sake. The fundamental aim of action
research is to improve practice rather than to produce
knowledge.
Action research can be experimental or non-experimental,
qualitative or qualitative or both.

RESEARCH AND DEVELOPMENT

(R&D)

The major purpose of research and development (R&D) is to

develop effective products for use in education.
R&D is not meant to formulate, develop, or test a theory.
R&D efforts are generally quite extensive in terms of
objectives, personnel, and time to completion.
Products are developed to meet specific needs and
according to detailed specifications, for example teachertraining materials, learning materials, set of behavioral
objectives, media materials, and management systems.
Once completed, products are field-tested and revised if
necessary until the targeted level of effectiveness is
achieved.

LANGKAH-LANGKAH PENGGUNAAN METODE RESEARCH AND

DEVELOPMENT
(SUGIYONO, 2011:409)
Potensi dan
Masalah

Uji Coba
Pemakaian

Revisi
Produk

Pengumpul
an Data

Desain
Produk

Revisi
Produk

Produksi Masal

Validasi
Desain

Uji Coba
Produk

Revisi
Desain

3. CLASSIFICATION OF RERSEARCH
BY METHOD (Gay L.R., et al. )

Quantitative Research
Qualitative Research
Quantitative Approaches
Qualitative Approaches

QUANTITATIVE RESEARCH AND QUANTITATIVE

APPROACHES

Quantitative Research is the collection and analysis of

numerical data in order to explain , predict, and/or control
phenomena of interest.
Quantitative Approaches entail more than just the use of
numerical data. They are applied in order to describe
current conditions (descriptive research)), investigate
relationships (correlational and causal-comparative
research, study cause-effect phenomena (experimental
research), and focus on the behavior change an individual
or a group exhibits as a result of some intervention or
treatment (single-subject research)

QUALITATIVE RESEARCH AND

QUALITATIVE APPROACHES

Qualitative Research is the collection, analysis,

and interpretation of comprehensive narrative
and visual (non-numerical ) data in order to
gain insights into a particular phenomenon of
interest.
Qualitative Approaches undertake sustained in
depth, in-context research that allows the
researchers to uncover subtle, less overt,
personal understandings (the way things are,
why they are that way, and how the participants
in the context perceive them).

4. CLASSIFICATION OF RESEARCH
BY DESIGN ( John W. Creswell)

Experimental Design
Correlational Design
Survey Design
Grounded Theory Design
Ethnographic Design
Narrative Research Design
Mixed Method Design
Action Research Design

4. CLASSIFICATION OF RESEARCH BY
DESIGN ( John W. Creswell) Cont.
See the previous slides for the following
research designs:
Experimental Design
Correlational Design
Survey Design
Ethnographic Design
Narrative Research Design
Action Research Design

GROUNDED THEORY DESIGN

A Grounded theory design is a set of

procedures used to generate
systematically a theory that explains, at
a broad conceptual level, a process
about a substantive topic.
Grounded theory is used to seek to
generate a theory because one is not
available or suitable.

MIXED METHOD DESIGN

A Mixed method design is a procedure for collecting ,

analyzing, and mixing both quantitative and qualitative
research and methods in a single study to have a better
understanding of the research problem and questions than
either method by itself.
The purpose of mixed methods research is to build on the
synergy and strength that exist between quantitative and
qualitative methods in order to more fully understand a given
research phenomenon.
There are three common types of mixed methods research
designs, namely (1) the QUAL- quan model, (2) the QUANqual model, and (3) the QUAN-QUAL model (uppercase
letters/lowercase letters = major emphasis/minor emphasis).

The QUAL-quan Model

The QUAL-quan Model is also known as the exploratory mixed

`methods design,.
Qualitative data are collected first and are more heavily weighted
than quantitative data.
This mixed methods research is initiated by qualitative study (the first
phase) which is typically exploratory study in which observation and
open-ended interviews with individuals or groups are conducted and
concepts and potential hypotheses are identified.
The next phase is variables are identified from concepts derived from
the qualitative analysis and hypotheses are tested with quantitative
techniques.
The QUAL-quan approach is useful for researchers who obtain
results from multi-item scales to measure phenomena.
The validity of the qualitative results can be enhanced by the
quantitative results obtained in the second phase.

The QUAN- qual Model

The QUAN-qual model is also known as explanatory mixed

methods design.
Quantitative data are collected first and are more heavily
weighted than qualitative data.
In the first phase, the researcher formulates a hypothesis,
collects quantitative data, and conducts quantitative data
analysis.
The findings of the quantitative study determine the type of data
collected in the second phase which is qualitative study.
This study is comprised of qualitative data collection, analysis
and interpretation.
The researcher can then use the qualitative analysis and
interpretation to help explain or elaborate on the quantitative
results.

The QUAN-QUAL Model

The QUAN-QUAL model is also known

as the triangulation mixed method
design, quantitative and qualitative data
are equally weighted and are collected
concurrently throughout the same study.
The data are not collected in separate
studies or distinct phases, as in the
other two methods.

5. CLASSIFICATION OF RESEARCH BY ITS

APPLICATION ( Joyce P. Gall, M.D. Gall, and Walter
R. Borg, 2005)

Quantitative Research
Descriptive Research
Causal Comparative
Correlational Research
Experimental Research

Qualitative Research
Case studies
Ethnographic Research
Critical-Theory Research
Historical Research

5. CLASSIFICATION OF RESEARCH BY ITS

APPLICATION ( Joyce P. Gall, M.D. Gall, and Walter
R. Borg, 2005) Cont.

See the previous slides for the explanations of the

following researches:

Quantitative Research
Descriptive Research
Causal Comparative
Correlational Research
Experimental Research

Qualitative Research
Case studies
Ethnographic Research
Historical Research

Critical-Theory Research

Critical theory research involves a

broad range of methods aimed at
uncovering the detrimental effects of
unequal relationships in cultures and in
the global community.
It seeks to emancipate individuals from
the many forms of oppression that exist
in the world.