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Educational Research Methods Index Action Research Authorship Axiology

Case study Coding Conceptual framework Confirmatory research
Constructivism - paradigm Criticisms Data analysis Design
Discovery research Epistemology Ethics Ethnography Focus groups
Grounded theory Idiographic research Induction Interpretivist research
Interviews Knowledge claims Literature review Methodology
Mixed methods Observation Ontology Paradigms Paradigm wars
Peer review Positivistic research Qualitative data analysis Questionnaires
Randomisation Research programmes Research Questions Sampling
Surveys Techniques Theoretical perspective Theory Think aloud
Triangulation

Educational Research Methods

A site to support teaching and learning...

Methodology
“Carrying out research techniques will only comprise research when they are part of a coherent
research plan, or research design, which needs to be informed by a research strategy. This is what is
usually described as methodology: an educational research methodology guides the selection and
sequencing of appropriate techniques in a study” (Taber, 2013: 43)

“Selecting a methodology is very important, as it guides the research plan, which in turn determines
what data is actually collected and how it is analysed.

Methodology is more than the research techniques (‘methods’) someone uses, and is more concrete
than their paradigmatic (fundamental, philosophical) commitments. Methodology is the strategy used
for answering research questions. ...A simple way of thinking about methodology and techniques
(sometimes confusingly called ‘methods’) is in terms of strategy and tactics. Effective research has an
overall coherent strategy, which outlines the general way that the research aims will be achieved. This
will translate into a set of specific tactics that will address sub-goals that collectively build towards the
overall aim” (Taber, 2013: 77-78)

Common strategies usually considered as research methodologies include:

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Experiments

Surveys

Ethnography

Case Study

Grounded theory

Action research

A technique that simply allows us to collect or analyse data is not a methodology. An approach that
includes particular methods of data collection AND analysis informed by a specific theoretical
perspective may be considered a methodology (e.g. methodology deriving from personal construct
theory; Q methodology; phenomenology).

Taber, K. S. (2013). Classroom-based Research

and Evidence-based Practice: An introduction
(2nd ed.). London: Sage.

This is a personal site of Keith S. Taber to support teaching of educational research methods.
(Dr Keith Taber is Professor of Science Education at the University of Cambridge.)
2015-2016

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