This document discusses several scientific research methods: - Conceptual and empirical research methods, with conceptual focusing on developing theories and empirical using observation and experimentation. - Micro-genetic research examines the process of learning over time through dense observations. - Single-subject research examines the effect of an intervention on an individual over time rather than averaging group results. - Mixed methods research integrates both quantitative and qualitative data collection and analysis to examine a phenomenon from multiple perspectives.

1. Chapter 4: Other Research Methods

2. Scientific Research Methods
The two most common and distinct ways of doing scientific research are ‘conceptual research method’ and ‘empirical
research method’.
• Conceptual Research Method: Conceptual research is basically considered as analytical studies. They relate to some
abstract idea(s) or theory. Its users are primarily the philosophers and thinkers who employ the method to develop new
concepts or to redefine and reinterpret the existing ones.
• Empirical Research: In an empirical research study, the researcher uses his or her experience and direct observation, or
he experiments alone without due regard for system and theory. Empirical research is data-based research, and
researchers can verify its conclusions by observation and experiment.

3. Micro-genetic Research
• Micro-genetic analysis studies the process of learning and achievement of competency by observing the performance of
people through time. In other words, this method permits the researcher to closely observe ‘process of change’ instead
of ‘products’.
• The whole concept of micro-genetic approach rests on the following three critical principles:
 Observations must span a known period of change.
 Density of observations must be high in comparison with the rate of the change.
 Observations are analysed intensively to establish the process that gave rise to them.
• In recent years, micro-genetic designs are increasingly and widely used to investigate a range of different domains. Some
of these domains include early emotional development, mother–infant communication, motor development, early
language development, social writing, attention, memory, young children’s problem-solving strategies and the effects of
instructional procedures. In the field of education, micro-genetic analysis brings more rigour to our teaching techniques
and helps us assess our successes and failures as an education provider.

4. Single-subject Research
• In a single-subject research, the investigation is directed exclusively for one participant or many participants viewed as
one group, that is, the method examines a variable at a baseline stage (prior to the start of an intervention) and then
later examines how this variable changes at different time intervals, as an intervention is introduced.
• Single-subject studies are particularly common in the special education literature. The methodology, however, can be
used in other areas of educational research as well.
• In single-subject research, researchers often use more than one individual, but results are examined by using each
individual at his or her own control, rather than averaging results of different groups. Comparisons are made on the
behaviour of one individual to that same individual at a different point in time.

5. Inductive Research
• Inductive reasoning starts from specific observations and penetrates to broader generalisations and theories.
Informally, researchers sometimes call this as a ‘bottom-up’ approach. In inductive reasoning, we begin with specific
observations and measures to detect patterns and regularities, formulate some tentative hypotheses that we can
explore and finally end up developing some general conclusions or theories.
• Inductive reasoning is basically more open-ended and exploratory, especially at the beginning. It is concerned with the
generation of a new theory emerging from the data. Inductive approach to research is generally qualitative research
approach. However, there are no set rules as some qualitative studies may have a deductive orientation as well.
• In inductive reasoning, the researcher relies largely on taking individual instances and compiling them to construct a
conclusion. The underlying assumption in inductive reasoning is that known cases can provide information about
unknown cases.

6. Deductive Research or Reasoning
• In deductive approach, researchers work from the more general information to the more specific. They start with a social theory that looks
to them compelling and then test its implications and consequences with data; they move from a more general level to a more specific
one. A deductive method to research typically associates with scientific investigation. The researcher analyses the work done by others,
reads existing theories on the phenomenon and tests hypotheses that emerge from those theories.
• The basic principle on which deductive reasoning is based is a well-known mathematical formula:
If A = B (premise)
and B = C (premise)
then A = C (conclusion)
• The first most important point to bear in mind when considering whether to use inductive or deductive approach is the purpose of the
research, and second is the methods that are best suited to either test a hypothesis, explore a new or emerging area within the discipline
or to answer specific questions.

7. Diagnostic Research
• Diagnostic research is also called clinical research or laboratory research. In this method, the researcher seeks to control
conditions and variables to determine whether a clinical intervention produced the desired (expected) effects or if
other factors were responsible for the desired effects.
• The main objectives of this research design are:
 to diagnose the problem, to accurately specify the characteristics, to determine the frequencies of significant
variables and to find out whether certain variances are associated
 to objectively define questions which are to be answered
• Diagnostic studies enable the researcher identify a condition, disease, disorder or problem by systematic analysis of the
background or history. The method helps them analyse and examine the signs or symptoms, evaluate the research or
test results and investigate the assumed or probable causes. Effective prognosis (the likely course of a disease or
ailment) is not possible without effective diagnosis.

8. Pilot Research/Feasibility Study
• Pilot research is a research project that is conducted on a limited scale that allows researchers to get a clearer idea of what
they want to know and how best they can find it without the expense and effort of a full-fledged study. They are used
primarily to try out (validate) survey questions and to refine research hypotheses.
• A pilot study may also be viewed as a feasibility study. Feasibility studies are extremely useful and practical when there is
concern that a full-scale study may not be possible due to concerns about cost, procedures, personnel and other issues.
• By conducting a thorough feasibility study, the researcher will be provided with:
 clear supporting evidence for recommendations to assist with decision-making
 a signpost towards challenges that will need to be addressed
 valuable information about the target market
 a definitive answer on whether or not to pursue the business idea in question

9. Mixed Methods Research
• Researchers use mixed methods to conduct research that involves collecting, analysing and integrating quantitative (e.g., experiments,
surveys) and qualitative (e.g., focus groups, interviews) research. The approach is useful when the researcher aims to integrate qualitative
and quantitative methods.
• One of the typical characteristics of the mixed method is the possibility of triangulation, that is, the use of several means (methods, data
sources and researches) to examine and investigate the same phenomenon.
• The mixed methods are particularly suitable when one wants to:
 validate or corroborate the results obtained from other methods
 use one method to inform another method
 continuously look at a research question from different angles and clarify findings and/or potential contradictions
 elaborate, clarify or build on findings from other methods
 develop a theory about a phenomenon of interest and then test it
 generalise findings from qualitative research