This document discusses research methodology, specifically qualitative and quantitative approaches, classification of research methods, and descriptive research. It provides details on the key characteristics and processes involved in different types of research approaches. Qualitative research focuses on collecting narrative data through methods like coding, while quantitative research collects numerical data for statistical analysis. Descriptive research aims to describe present conditions, practices, or trends through large-scale surveys and studies. Historical research examines past experiences and sources to help understand current problems. The document outlines the common steps and considerations for conducting different types of research studies.

1. RESEARCH METHODOLOGY.
MA English: Semester III
CODE: ENGL 4145
Session: 9-11

2. Area/s to be discussed.
• Approaches to Inquiry.
• Classification of research.

3. Approaches to Inquiry
Qualitative Versus Quantitative
• Although there is sometimes a degree of overlap,
most research studies represent a readily
identifiable approach, or strategy.
• All studies have certain procedures in common,
such as data collection and analysis.

4. Contd…
• Beyond these, however, specific procedures are
to a high degree determined by the specific type
of research involved.
• Each type is designed to answer a different kind
of question. The word “versus” in the above
heading is not used in the oppositional sense
but in the compare / contrast sense.

5. Contd…
• The terms “qualitative” and “quantitative” are
used not so much because they involve mutually
exclusive, unique research strategies and
methodologies but rather because they
conveniently differentiate one from the other.

6. Contd…
• Depending upon the nature of the question or
problem to be investigated, either a qualitative or
quantitative approach will generally be more
appropriate, although both may be utilized in the
same study.

7. Contd...
• Qualitative approaches involve the collection of
extensive narrative data in order to gain insights
into phenomena of interest; data includes the
coding of the data and production of a verbal
synthesis.
• Quantitative approaches involve the collection of
numerical data in order to explain, predict, and /
or control phenomena of interest; data analysis
is mainly statistical.

8. Classification of Research Methods
(Qualitative Research Approach)
Historical Research
• The use of historical sources and techniques in
the field of educational research is known as
historical research method.
• Historical research justifies itself when used to
find out the solutions of the present day
problems on the basis of the experiences of the
past.

9. Specific Characteristics of
Educational Research
• Educational research must be related to the
study of complex relationships of various facts.
• It requires an inter-disciplinary approach.

10. Contd…
• Educational research usually employs methods
of description, explanation.
• Interpretation, sympathetic of intuitive
understanding methods which are mainly
speculative and deductive in character and
which rarely furnish results that can be subjected
to measurement of mathematical procedures.

11. Contd…
• Educational research should come out of a
desire to do things better.
• It should help them to narrow down the
proverbial gap between theory and practice in
education.

12. Contd…
• Educational research is not an exact research in
physical science.
• No human being has ever been found to be
alike.
• No scientific investigations of human behaviour-
even those of so called – “identical twins” have
resulted in the findings of individuals completely
similar in structure or behaviour. This fact stands
in the way of making research an exact science.

13. Contd…
• Educational research should be concerned
directly with the problems of school.
• It can properly concern itself with such matters
as child development, class organization,
teacher- pupil relationships, interaction with the
community, curriculum matters, teaching
techniques, and many others.

14. Contd…
• Any teacher with common sense, intelligence
and insight can undertake educational research.
• In the beginning such workers may require some
guidance and training but this can be made
easily available to them at the hands of experts.

15. Classification
• Educational research is classified in Basic
research, Applied research and Action research.
Basic research.
• This type of research is also regarded as
fundamental / pure research.
• It builds up broad generalizations, principles and
theories of education. It results in the discovery
of useful concepts such as those of motivation,
reinforcement, concept, formation etc. It is not
concerned with day-to-day problems.

16. Applied Research
• This type of research is also called functional
research. Education like Medicine is an applied
science.
• Walter R. Borg has stated (1987), “The primary
function of research in education as in medicine-
is to find improvement for education or medicine
both to be understood as fields of human
actions, not as fields of knowledge.

17. Contd…
• Applied research does not aim at solving the
problems, which are faced by the teachers,
educational planners, administrators, curriculum
specialists etc.
• Applied research deals with problems of
practical value. Applied research is less rigorous
than the basic research.

18. Contd…
• However, the value of historical research in
education is given as under:
• It inspires respect for sound scholarship and
reverence for great teachers.
• The history of education enables the educational
worker to detect fads and frills.

19. Contd…
• The history of education enables the educational
worker to view the present educational problems
in the light of their origin and growth.
• Past educational experiences may serve as a
basis for tentative generalizations in analyzing
current educational issues and problems.

20. Contd…
Historical research has certain
characteristics:
• It is based on reports of observations,
which cannot be repeated.
• It is liable to be subjective.
• In history, rational process of analysis and
inference is verbalized.
• Science predicts the future course of
events, and history uses present evidence
to retrodict the past.

21. Three Main Steps Involved in
Historical Research
• The collection of data through primary and
secondary sources;
• It involves internal and external criticism of the
data collected;
• Presentations of facts, which involves problems
of organization, composition, exposition and
interpretation.

22. Contd…
• In collecting data of historical research, the
sources are normally classified into two
categories – primary and secondary sources.
• Primary sources are those original documents,
which are the first witnessed of a fact.
• However, some include information in the form
of oral or written testimony or the records written
or preserved by actual participants or witnesses
of an event…. (See next example)

23. Contd…
• For example, charters, official records,
constitutions, court decisions, autobiographies,
diaries, letters, pictures, films, paintings, books,
and recordings etc. Other primary sources
include remains or relics, tools, weapons,
household articles, cloths, etc.

24. Contd…
• Secondary sources are sources of information
transmitted by one who was not present on the
scene of the original event. He was neither a
participant nor an eyewitness of the original
event.
• In fact, information supplied is second hand.
Most of the encyclopedias and history textbooks
come under the category of secondary sources.
The secondary sources sometimes prove very
helpful as they provide information about
primary sources.

25. Mechanical Problem of
Documentation
• The historical report writing involves the
mechanical problem of documentation, the
logical problem of selecting the topics, the
logical problem of arrangement of topics and
sub-topics, and the philosophical problem of
interpretation.
• However, the following guidelines should be
observed in historical research:

26. Contd…
• The primary sources should be used as
extensively as possible.
• Personal biased should not be allowed to
influence research procedure.
• Proper recognition should be given to the inter-
relationship of education with other social
institutions and forces.

27. Contd…
• The significant facts must be distinguished from
trivial or range facts in a situation.
• The facts should be synthesized and integrated
into meaningful generalizations.
• Care should be taken in interpreting the words
and expressions in the light of their usage in
earlier times.

28. Contd…
• However, the scope of historical research
may be mentioned in the areas of
biography, history of institutions and
organization, development of ideas
through the ages, sources and influences,
legal bases of education, and
bibliographical studies.

29. RESEARCH METHODOLOGY.
MA English: Semester III
CODE: ENGL 4145
Session: 12

30. Area/s to be discussed.
• Descriptive Research.

31. Descriptive Research
• This type of research is also called normative
survey research. It concerns itself with the present
phenomena in terms of conditions, practices,
beliefs, process, relationships or trends is variously
termed as descriptive survey-status, normative or
trend study or survey.

32. Characteristics
• It is concerned not with the characteristics of
individuals but with characteristics of the whole
population or a sample thereof.
• It collects data from a relatively large number of
subjects.
• It provides information useful to the solution of
local problems.
• Its scope is very vast.
• Descriptions may be wither or expressed in
mathematical terms.

33. Contd…
• In solving a problem one has to evaluate the
present conditions and then seek information
concerning ‘ what we may want’ and ‘ how to
reach there’.
• Normative survey research may involve one of
more of these elements in different situations

34. Contd…
• This type of research helps in locating existing
problems, in securing historical perspective
through a series of cross-sectional pictures of
similar conditions at different times, in
suggesting the course of future developments, in
developing many tools, in contributing to the
advancement of knowledge and in providing the
background ideas and data from which many
more studies may be conducted.

35. Contd…
• Such studies are factual and hence supply
practical information.
• These researches employ application of a
scientific method by critically analyzing and
examine the source materials, by analyzing,
interpreting data and by arriving at
generalizations and predictions.

36. Contd…
• Descriptive research is classified into the
categories such as survey studies, case studies,
developmental studies, follow up studies,
correlational studies, trend analysis and
documentary analysis.
• In the system of distance education, this type of
research is quite useful as it helps in making
surveys concerning aims, outcomes of
instructional programmes, survey concerning
administrative problems of procedures.

37. Contd…
• Moreover, institution appraisal, financial study,
building survey, staff development training
survey and teacher training surveys can be
conducted by this research method.
• However, in planning such surveys, the following
stages are involved in the planning and the
preparation of the final report.

38. Final Report Elements
• Statement of general objectives.
• Statement of specific objectives.
• Determination of the size and design of the
sample.
• Preparation and administering of a questionnaire.
• Determining and conducting interviews.
• Making analysis plans.
• Machine tabulation.
• Analyzing.
• Reporting.