Techniques

“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)

“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).

Techniques (or families of techniques*) for data collection include:

        Interview (and related techniques)

        Observation

        Questionnaire

        Test or diagnostic instrument

        Sourcing documents

* Strictly some of these categories are best seen as families of techniques, as there are very different kinds of interviews or observations (for example).

Taber, K. S. (2013). Classroom-based Research and Evidence-based Practice: An introduction (2nd ed.). London: Sage.

Index of topics