A topic in research 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:
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).
Read about research techniques
Read about personal construct theory and associated methodology
My introduction to educational research:
Taber, K. S. (2013). Classroom-based Research and Evidence-based Practice: An introduction (2nd ed.). London: Sage.
