Chapter 2: Types

of research
methods
 OBJECTIVES
 Understand the different types or categories
of research classified according to different
attributes
 Understand research outcomes
CONTENT
 Research methods and type
 Basic/Fundamental Research
 Descriptive vs analytical research
Exploratory research
Correlational research

Explanatory research

 Qualitativevs quantitative research

 Primary vs secondary research
 Developmental Research
 Research outcomes
 RESEARCH METHODS AND TYPE
 In general research methods can be
defined as
a systematic and scientific procedure of data
collection, compilation, analysis,
interpretation, and implication pertaining to
any the research problem
 Types of research methods can be
classified into several categories
according to
 nature and purpose of the study,
 methods of data collection,
 type of data,
 research design and other attributes.
 In methodology chapter of your research,
TYPES OF RESEARCH (CONT.)
 According to the purpose of the study,
types of research methods can be divided
into two categories:
fundamental research or pure
research (also called basic research)
and
applied research (sometimes called
action research)
 TYPES OF RESEARCH (CONT.)
 Pure research (also called basic
research).
 has the purpose of expanding the knowledge
base and, thus, its future potential in a given
area.
 involves developing and testing theories
and hypothesis that are intellectually
challenging to the researcher but may or may
not have practical application at the present
time or in the future.
Thus such work often involves the testing
of hypothesis containing very
abstract and specialized concepts”
 This type of research is usually done in the
universities.
TYPES OF RESEARCH (CONT.)
 Appliedresearch.
is fundamentally motivated by the
development of a new product or a
next‐generation product.
Almost all research done in the private
research institutions are “applied
research”.
Therefore, applied research is
usually funded by industry.
Universities are also deeply involved
in applied research.
Most of the research in engineering
 TYPES OF RESEARCH (CONT.)
 The Table below summarizes the main differences
between applied research and fundamental research.
 Similarities between applied and fundamental (basic) research
relate to the adoption of a systematic and scientific
procedure to conduct the study.
Fundamental Research Applied Research
Tries to improve and advance Aims to solve a problem by
theories adding to the field of application
of a discipline
Problems are analyzed from the Often several disciplines work
point of one discipline together for solving the problem
Generalizations are preferred Often researches individual
cases without the aim to
generalize
Forecasting approach is Aims to say how things can be
implemented changed
Assumes that other variables do Acknowledges that other
not change variables are constant by
changing
Reports are compiled in a Reports are compiled in a
 TYPES OF RESEARCH (CONT.)
 Depending on the type of information sought,
or how the variables are measured, or how the
information analyzed the research can be
classified as:
 Quantitative research
 Qualitative research
 Quantitative research – This involves
measurements or analysis using quantitative
variables.
 It densely involves measurement of
magnitudes.
 Example: “What is the effect of pressure on
volume?”
 Qualitative research ‐ involves collecting and

analyzing non-numerical data (e.g., text, video,

 TYPES OF RESEARCH (CONT.)
 Quantitative research –
“describes, infers, and resolves problems
using numbers.
Emphasis is placed on the collection
of numerical data, the summary of
those data and the drawing of
inferences from the data”
In simple terms, quantitative research
involves figures and calculations in
data collection and analysis.
In quantitative studies research findings
are presented via tables, graphs and
charts.
 TYPES OF RESEARCH (CONT.)
 Qualitativeresearch ‐
on the other hand, is based on words,
feelings, emotions, sounds and other
non-numerical and unquantifiable
elements.
It has been noted that “information is
considered qualitative in nature if it
cannot be analyzed by means of
mathematical techniques.
This characteristic may also mean that
an incident does not take place often
enough to allow reliable data to be
collected”
TYPES OF RESEARCH (CONT.)
 Research methods according to the nature of
research can be divided into two groups:
 descriptive and
 analytical.
 Descriptive research usually involves surveys
and studies that aim to identify the facts.
 Inother words, it mainly deals with the “description of
the state of affairs as it is at present”, and there is no
control over variables in descriptive research.
 Analytical research, on the other hand, is
fundamentally different in a way that “the
researcher has to use facts or information already
available and analyze these in order to make a
critical evaluation of the material”.
 TYPES OF RESEARCH (CONT.)
 There are other factors for classifications
of research emerging from different
perspectives like the goals and
objectives, funds available, type of
information sought, application of the
research outcomes, the nature of the
research topic etc.
 Based on these some of them are:

Descriptive research
Exploratory research
Correlational research
Explanatory research
 TYPES OF RESEARCH (CONT.)
 Descriptive research – attempts to systematically
describe a situation, problem, phenomenon, service,
or a program.
 Example: living conditions of a community
 Exploratory research (also known as feasibility
study, or pilot study) – investigation of the
possibilities of undertaking a particular research
study.
 Example: a small scale study undertaken to decide if it is
worth carrying out a detailed investigation.
 Correlational research – attempts to discover or
establish the existence of a relationship /
association / interdependence between two or
more aspects of a situation.
 Example: “What is the relationship between technology and
employment? “
 Explanatory research – attempts to clarify why
 TYPES OF RESEARCH (CONT.)
 According to type of data, types of
research methods can be divided into two
groups –
primary research and
secondary research.
 Primary research involves the collection

of primary data,
i.e. the data which is new and collected
through primary data collection
methods such as surveys, interviews,
observation etc.
 TYPES OF RESEARCH (CONT.)
 Secondary research, also called desk-
based research, is based solely on the
secondary data i.e. previously conducted
studies.
 Data sources in secondary researches are books,
magazines, industry journals etc.
 In this type of studies the researcher does not
engage in primary data collection.
 It is important to note that primary research
also involves secondary research, but
opposite is not true.
 Specifically,
all primary studies involve collection
and analysis of secondary data during literature
review stage of the research process.
 Secondary research, on the other hand, is
 DEVELOPMENTAL RESEARCH
 Remember, research methods are tools that
are used to collect information, while
research design is the strategy or
blueprint for deciding how to collect and
analyze information.
 Research design dictates which methods are
used and how.
 Sometimes the researcher is interested in
examining changes over time and will need
to consider a research design that will
capture these changes.
 There are three types of developmental

research designs:
 cross-sectional,
 longitudinal, and
 DEVELOPMENTAL RESEARCH (CONT.)
 Cross-Sectional Designs
 The majority of developmental studies use cross-
sectional designs because they are less time-consuming
and less expensive than other developmental designs.
 Used to examine behavior in participants of different
ages who are tested at the same point in time.
 Let’s suppose that researchers are interested in the
relationship between intelligence and aging.
 They might have a hypothesis that intelligence
declines as people get older.
 The researchers might choose to give a particular

intelligence test to individuals who are 20 years old,

individuals who are 50 years old, and individuals who
are 80 years old at the same time and compare the
data from each age group.
 This research is cross-sectional in design because the

researchers plan to examine the intelligence scores of

individuals of different ages within the same study
at the same time; they are taking a “cross-section” of
 DEVELOPMENTAL RESEARCH (CONT.)
 Longitudinal Research Designs.
Involves beginning with a group of people
who may be of the same age and
background (cohort) and measuring
them repeatedly over a long period of
time.
One of the benefits of this type of
research is that people can be followed
through time and be compared with
themselves when they were younger;
therefore, changes with age over time are
measured.
Disadvantages of longitudinal research
being expensive, taking a long time,
 DEVELOPMENTAL RESEARCH (CONT.)

 Sequential Research Designs

 Sequential research designs include elements
of both longitudinal and cross-sectional
research designs.
 Similar to longitudinal designs, sequential
research features participants who are
followed over time; similar to cross-sectional
designs, sequential research includes
participants of different ages.
 This research design is also distinct from those
that have been discussed previously in that
individuals of different ages are enrolled into a
study at various points in time to examine age-
related changes, development within the same
individuals as they age, and to account for the
possibility of cohort and/or time of
OUTCOMES OF RESEARCH
 Research problems can be in terms of "to
produce", "to design", or "to develop"
something, and research outcomes can be
in terms of having "produced",
"designed" or "developed" something.
 Outcomes of research is also linked with

the originality in research.

 The following are outcome examples from a

wide range of possibilities:

A new or improved product.
 There is a hazy borderline between a
new product and an improvement on an
existing one. For the purpose of
OUTCOMES OF RESEARCH (CONT.)
A new theory or a reinterpretation of an
existing theory.
Developing new theories like relativity
theory of Einstein, or the evolution
theory of Darwin is difficult, hence, very
rare at graduate level research.
Instead, most graduate level researches

fall into the class of reinterpretation of

existing theories.
A new or improved research tool or
technique.
 It may be a new measuring device, a
new software to undertake certain
tasks, a piece of equipment to identify a
OUTCOMES OF RESEARCH (CONT.)
A new or improved model or perspective.
 It is looking and interpreting the
knowledge through a fresh way.
A good example is thinking about time as a


fourth dimension, which can be traveled

through, like the other dimensions (length,
breadth and height).
 An in‐depth study.
 Sometimes one may find the
opportunity to study something that has
never been studied before.
 A good example is studying the moons of
Jupiter through enormous amount of data
supplied by the Galileo probe.
OUTCOMES OF RESEARCH (CONT.)
 An exploration of a topic area or field.

 It is especially a good starting point

when the main features of the search
topic is unknown.
A critical analysis.
 A good example is the analysis of the
use of safe nuclear energy to replace
fossil energy resources at the edge of
global warming.
A portfolio of work based on research.
 Professionals in many fields can
produce these.
A fact or conclusion, or a collection of facts
or conclusions.