Research Methods: Description and Usage - Essay Example

I. Descriptive Research Methods Occasionally called as non-experimental or co relational research, descriptive research investigates the connectionsamong non-controlled variables only. In this kind of research, the researcher chooses the applicable variables from the phenomenon/ circumstances that have previously transpired or exist at the time being, and examines their correlation without opening up any manipulations to the variables. Moreover, in descriptive research, researchers investigate the incidences or human behavior and conduct in natural contexts, since occasionally it would be complicated to manipulate the variables, and since there are times it is unethical. For instance, if a researcher desires to examine the impact of smoking on the prospects of cancer development, it would be absolutely unethical to intentionally consign participants in the cluster that will smoke and in that who will otherwise for the sake of completing a comparative study. Hence, this and other kinds of correlations between and among the variables are investigated under natural circumstances of the setting such as classroom, home, offices and others (Cohen, 2000). Due to its convenience and ease in use, descriptive research is the most widespread and broadly applied method in educational investigation. The descriptive research method is quite easy to apply since in this process, the data gathered may be effortlessly acquired and interpreted. The outcomes of descriptive research present a proposal to assist in the decision-making process and also produce more research insights to be verified and tested by prospective researchers. II. Historical Research Method The procedure of learning and interpreting the context and progress of a selected dimension of study or profession can provide ideas into organizational culture, present trends, and prospective probabilities. The historical method of research is relevant to all disciplines of study since it embraces their roots, development, assumptions, dispositions, crisis, and others. Quantitative and qualitative variables can be employed in the gathering of historical data. The moment the choice or decision is made to carry out historical investigation there are procedures that should be followed to obtain a favorable outcome (MacPhee, 2000). In the arena of library and information discipline, there is a massive range of themes and issues that may be taken into account for carrying out historical research. For instance, a researcher may opt to look for answers to questions about the origins and development of educational institutions, the advancement of technology and the advantages and disadvantages it cause, the development of conservation techniques, well-known icons in the discipline, library statistics or demographics and the extent of their effect on library dispersal. Harter and Busha describe library history as “the systematic recounting of past events pertaining to the establishment, maintenance, and utilization of systematically arranged collections of recorded information or knowledge… a biography of a person who has in some way affected the development of libraries, library science or librarianship is also considered to be library history” (ibid, 107). There is an array of locations to acquire historical information. Primary references or sources are the most looked-for in historical research. Primary sources are valuable because they contain first hand accounts of a particular historical event or personality. “Finding and assessing primary historical data is an exercise in detective work. It involves logic, intuition, persistence and common sense… (MacPhee, 2000, 108)” On the other hand, secondary sources of historical data are documents or narratives written or prepared by someone else other than the individual who actually got involved in a particular historical event. Secondary sources can be extremely valuable in providing a researcher an understanding on a theme and may give comprehensive bibliographic information for probing into a research subject matter. III. Correlational Research Methods Correlation is categorized as a non-experimental, descriptive method. The justification for is that is since variables are indirectly manipulated which is quite the case in the experimental method. Even though correlation is frequently defined as an independent research method, it is in fact more of a mathematical method for summing up research data; it is actually statistical instrument. A correlational research is one formulated to identify the extent and path of relationship between at least two variables or evaluations of behavior (Bowling, 2005). Correlation is a gauge of trajectory and degree of relationship between at least two variables. A correlation coefficient is a “numerical index of that relationship” (ibid, 88). A direct or positive correlation is marked by a positive symbol before the coefficient. This implies that a high grade on one variable is related with a high grade on the other variable. A negative implies a negative or inverse relationship symbol before the coefficient. This implies that a high grade on one variable is related to a low grade on the other variable (Bowling, 2005). The scale of the correlation coefficient marks the strength of the relationship between at least two variables. This scale can range from 0.00 to 1.00. Moving it right will show a perfect positive correlation or +1.00 whereas moving it left will show a perfect negative or -1.00 correlations. The proximity of the correlation coefficient is to either -1.00 or +1.00 indicates a strong relationship (ibid, 90). IV. Experimental Research Methods Experimental research methods are designed on the perspective that the world functions according to causal or natural laws. These laws are fundamentally one-dimensional or linear, though intricate and dynamic. The objective of experimental research is to generate these cause-and-effect laws through secluding causal variables (MacPhee, 2000). A more flexible perspective of the philosophical theories underlying experimental procedures is that occasionally and in a number of manners, the world functions in compliance to causal laws. Such cause-and-effect association can be a decisive perspective of reality, yet showing cause and effect is valuable in a number of instances (ibid, 113). Both of these perspectives concur that some, if not all, essential psychological questions are pertaining about the causes. Experimental research methods are the instruments to apply for these types of questions. The objective of experimental research methods is to generate cause-and-effect relationships between at least two variables. Researchers hypothesize that the independent variable caused the modifications in the dependent variable. Nevertheless, these modifications or impacts may have been brought about by several other aspects of alternative hypotheses (MacPhee, 2000). The objective, hence, of experimental research methods is to remove alternative hypothesis.   References Bowling, A. (2005). Handbook of Health Research Methods: Investigation, Measurement and Analysis. Maidenhead, England: Open University Press. Cohen, L. (2000). Research Methods in Education. London: Routledge Falmer. MacPhee, D. (2000). Research Methods in Applied Settings: An Integrated Approach to Design and Analysis. Mahwah, NJ: Lawrence Erlbaum Associates. Schwab, D. (2005). Research Methods for Organizational Studies. Mahwah, NJ: Lawrence Erlbaum Associates. Read More