Methods of Research Chapter 5 Research Designs

8/16/2019 Methods of Research Chapter 5 Research Designs

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Receiving my award as research presenterin Mahidol University, Thailand


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Descriptive research • about the description and

characteristics of an existing

phenomenon, a problem,

issue or certain situation,designed to provide

systematic information

regarding them

•

in a descriptive research, thehypotheses is not indicated ,

but is likely develop after

collecting data (Friedmann,

!!"# $outhwold, !!"%

• the collected data are often&uantitative and some

statistical techni&ues are

usually used to summarise

the information'

Ma)or Research Designs

GI Forest!


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*+ploratory research

• the researcher e+plores a setting,

a social phenomenon, an issue or acertain social situation' t is

conducted when there are few or

no earlier studies to which

references can be made for

information

• aims to look for patterns, ideas or

hypotheses rather than testing or

confirming a hypothesis' Therefore,

the researcher does not begin with

a hypothesis in his design

(Friedmann, !!"# $outhwold, !!"%

• focus on gaining insights and

familiarity with the sub)ect area for

more rigorous investigation later

On the issue of herbal

medicine


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*+planatory or analytical research• begins with ideas about the

possible causes of a certain

phenomenon, e' g', the researcher

develops hypotheses beforecollecting any data' The researcher

then plans a study that can provide

systematic evidence supporting (or

not supporting% these initial ideas

about cause'

• a continuation of descriptive

research where the researcher

goes beyond merely describing the

characteristics, to analyse and

e+plain why or how something is

happening' Thus, analytical

research aims to understand

phenomena by discovering and

measuring causal relations among

them'

Find out the efectivity o thedrug.


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-redictive research

•

goes further by forecasting thelikelihood of a similar situation

occurring elsewhere' t aims to

generalise from the analysis by

predicting certain phenomenon on

the basis of hypothesised general

relationships

• provides .how/, .why/, and .where/

answers to current events as well

as to similar events in the future' t

is also helpful in situations where.0hat if1/ &uestions are being

asked'

Market trend ater the bombingincidence


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$trategies can be further defined and differentiated based on these

three conditions2• type of the research &uestion posed• e+tent of control of the researcher over the behavioural

situation of the study, and• degree of focus whether contemporary or not

Strategy Form of

research

question

Researcher’s

control over

behavioural

event

Focus

whether

contemporary

or not

Experiment How, why yes yes

Survey Who, what,

where, how

much, how many

no yes

Document /archival analysis

Who, what,where, how

much, how many

no yes or no

History How, why no no

ase stu!y How, why no yes

Note: The ‘what’ question when asked as part of the exploratory, pertains to all five strategies.


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f the research &uestion focuses more on .what/ &uestion, either of the

two possibilities arise, that .what/ &uestions are e+ploratory, such as,.0hat are the best ways in which an effective school is operated1/ The

goal here is to come up with pertinent hypothesis and propositions

for further in&uiry' 3ut, in an e+ploratory design, any of the five

strategies can be used4for e+ample, an e+ploratory survey, an

e+ploratory e+periment, or an e+ploratory case study'

The second type of .what/ &uestion is usually a form of a .how many/

or .how much/ line of in&uiry' For e+ample2 .0hat have been the

outcomes of a particular supervisory strategy that was implemented

by Dep*d1/ or .0hat have been the results of the application of anti5

malarial measures to the communities in the hinterlands1/ dentifyingthe outcomes more likely favour a survey type of strategy or an

archival strategy'


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n contrast, .how/ and .why/ &uestions can be more explanatory and

likely lead to the use of case studies, histories and e+perimental

strategies, when such &uestions deals with operational links that needto be traced over time' $ay for e+ample2

6ow the people in the marginalised sectors cope with the increasing

prices of basic commodities1 6ere, you can look on their strategies or

their coping mechanisms to meet both ends'

7nother e+ample is2 0hy do the people in the hinterlands ofMarindu&ue have lower incidence of heart diseases1

The two given &uestions above can also lead to exploratory case

studies or historical analysis'

$imilarly, if you wanted to know .what/ would be the outcomes of a new

agricultural policy, you may engage in a predictive survey with the

farmers'


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8evels of understanding theresearch work to be pursued

-hilosophical level

-urpose and categorical level

-rocess or approach level

Methodological level

Design 9

strategical levels

What is yourguidingphilosophy? o

do youunderstand" #

What is your researchgoal$ your researchproblem? What is thepresent understandinglevel about yourresearch idea?

What is the right approachin pursuing the posted%uestion in relation to yourguiding principle and goal?

With the posted %uestion$ hatis the best researchmethodology you ill ollo?

&o that you decided on themethodology that you ill ollo$ hat speci'c designs and strategies you ill apply in doing the research

pro(ect?

$pecific

steps

)elineate the steps based onthe cited design and strategies

-ositivism, -ost5-ositivism, -ost5Modernism, nterpretivism, etc'

3asic, 7pplied, *valuation, :rientational, 7ction

;ualitative, ;uantitative, Mi+ed

Descriptive, *+planatory, etc'


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Let us go through the discussed topics before going to the

next one! Here are some of the realities where you canlink the concepts that we discussed. This is my style of

doing a ‘braincheck to my students. "ome up with a

research #uestion on the given pictures and discuss the

philosophical, categorical, process or approach and

design and strategical levels needed to do the researchwork.


11/20$nvasion of the %th kind&The Homo computeros!


12/20Home is where life is!


13/20'triving to learn despite of humiliation!


14/20(o play, no school!


15/20

"aught in the web of

war) $n search for

parents


16/20

*rief and tears!


17/20

+aith or

restige-


18/20

The rise of the

bullies!


19/20

(o home, no parents) The nobodys child


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Thank you for

your

:uch< These .brain checks/

give me headache

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Methods of Research Chapter 5 Research Designs