Types of Research:
Generally, research is classified
into the following categories based on the objectives the researcher intends to
accomplish.
Basic or Fundamental Research:
Basic research is
aimed at generating fundamental knowledge and theoretical understanding about
basic human and other natural processes. The purpose of basic or fundamental
research is generation of new knowledge for the sake of knowledge. It is not
directed towards the solution of immediate practical problems. Basic research
is usually conducted by using the most rigorous research methods (e.g.,
experimental) under tightly controlled laboratory conditions.
Applied
Research:
Applied research is focused on answering real-world, practical
questions in order to provide relatively immediate solutions. It is performed
in relation to actual problems and under the conditions in which they are found
in practice. Topics for applied research are often driven by current problems
in education and by policymakers’ concerns. Applied research is often conducted
in more natural settings (i.e., more realistic or real-world settings) than
basic research. Most of the educational researches are applied researches whose
objectives are to develop generalizations about teaching learning processes,
instructional materials, the behavior of children, ways to modify it, and so
on.
Action Research:
Action research is focused on solving specific problems that local
practitioners face in their schools and communities. It views your classroom or
other work environment as a place to conduct research. In action research,
practitioners in the local settings design and conduct the research study. It
is focused more on local practice and local solutions; it is more
participatory; and it is conducted by teachers, administrators, counselors,
coaches, and other educational professionals trying to solve their very
specific problems. According to Corey
(1953), “Action research is the research undertaken by practitioner, so that
they may improve their practices. It helps a practitioner to perceive,
understand and assess the situation and it further facilitates a systematic
analysis and working out plausible reasons, for the unsatisfactory condition.
With action research, a practitioner can try out alternative strategies till
the problem is solved satisfactorily.”
Evaluation Research:
Evaluation research or simply evaluation specifically involves
determining the worth, merit, or qualities of an evaluation object such as an
educational program. Evaluation research (or evaluation) is subdivided into two
types—formative evaluation and summative evaluation. When the primary
purpose of an evaluation is to lead to judgments about how a program can be
improved, it is called a formative
evaluation. And when the primary objective of an evaluation is to lead to
judgments about whether a program is effective and whether it should be
continued, it is called a summative
evaluation.
Orientational Research:
This type of research focuses on collecting information to
help a researcher advance a specific ideological or political position or
orientation that he/she believes will improve some part of our society. Though
all orientational researchers are concerned with reducing inequality of some
form, there are several variants of orientational research. The most common
areas of focus are class stratification (i.e., income and wealth inequality),
gender inequality, racial and ethnic inequality, sexual orientation inequality,
and international inequality (i.e., rich and poor nations). Orientational
research is sometimes called critical
theory research, mainly because these researchers often are critical of
mainstream research.
