Education Research Methods

Research involves a rigorous and systematic evaluation of the subject under study. In education, it includes the characteristic of problem-solving, gathering data from both the primary and first-hand sources, and accurate observation and description. Research involves an observable experience and empirical evidence. As a discipline, it emphasizes on the development of some generalized principles and theories aiming to assist in predicting the outcome of the events or serve as the control. As a constituent of research, the use of set objectives directs the method of performing the research and also governs the achievement of the fair solution towards a problem. About the approaches to educational research, two main methods are standard, which include the basic and applied approach. In basic, the focus is the educational theory whose affiliation rests with the academic institutions. Comparatively, the focus of applied research is identifying solutions to problems through gathering information. The research is characterized by the use of scientific method as the basis for the study. The structure of the process involves answering questions and writing hypothesis whose approval requires data either qualitative or quantitative.
Qualitative Research
The qualitative research utilizes data of a graphic nature. The appropriate tool for conducting this type of the investigation observations, interviews, document analysis and the analysis of participant products including journals, blogs, magazines, and diaries.

According to Bagnoli, Interviews are a standard method of data collection, especially in qualitative research. The use of interviews relies on language as the privileged medium for enhancing the understanding of knowledge through creativity and communication (547). The article argues that the use of vision and sensory aspects of research also referred to as non-linguist queues influence the participants to contribute a wide expanse of experiences. The use of art allows the participants to reflect on the issues and thus permits the incorporation of experience, which cannot include words.
Visual methods such as the use of the arts-based projective technique, the self- portrait, and two graphic elicitation methods, the relational map, and the timeline involve the art of drawing contrary to the practice of answering structured question (548). Images enable access to the different parts of human consciousness. Additionally, it enhances a wholesome communication penetrating the excellent understanding of various aspects. Much research involving drawings occurs with standardized tests, an example being the Draw A Person (DAP). The analysis in clinical frameworks of projective drawings occurs by testing a connection between some personality trait or variable and features such as size. The question in such contexts concerns pathology. Although their extensive use focuses on pathology, the technique is applicable in a variety of purposes including developmental psychology (Bagnoli 548). The performance of fieldwork for qualitative research using art included the study on the use of visual methods within the context of an interview in enhancing participants’ reflexivity. It also aims at gathering a holistic picture of the topics under investigation based on the different needs and expressions of the participants. Thus, data collection involved presenting the members with various subjects and encouraging them to draw their thoughts, feelings or ideas. About data analysis, the activity included reintroducing the drawing to the individual at a different time and thus studying the relevance of it in their lives through conducting an interview based on the picture. The documentation of the analysis involves the use of question and answer model between the participant and interviewer. It is my view that the structure of data collection was appropriate based and guided by the theories supporting the research. The use of visual art enabled the participants to express their feelings more comprehensively as compared to the direct method of interviewing. The conclusion emphasizes the importance of focusing on a visual level to improve the participants’ level of thinking and revealing of their experiences. Thus, the research proved to be reliable but limited to those interviews focusing on a personal experience and opinion on a given subject.
Quantitative Research
Quantitative research uses data that is of a numerical nature. It also includes the application of statistics to draw a relationship between variables. According to Rogers et al., the use of critical disclosure analysis (CDA) provides the connection between the society and language. The article describes the relevance of education researchers in reshaping the boundaries of CDA by integrating it into the educational field (365). Education researchers’ decision to use discourse analysis is an outcome of their efforts in trying to understand the way people make meaning in educational contexts (366). Examples of these early works include the performance of linguistic analysis in education through sociolinguistics, linguistic anthropology, and ethnography of communication. The research focuses on a set of fundamental questions relating to CDA. It specifically examines what happens when CDA crosses the boundaries of education research, in what ways do education researchers use CDA and how can the use of CDA in educational contexts inform us about method and theory (367). The use of these questions provides the supporting theories for the performance of the research. It also incorporates the understanding of intellectual traditions of the subject involving discourse study, feminist post-structuralism and critical linguistic.
The process of data collection adopted for the exercise involved the performance of database review in the fields of social sciences. The analysis follows the development of a codebook to standardize the reports. Additionally, the analysis borrowed relevant aspects of CDA in the context of education (373). A sampling of the appropriate resourceful materials focused on a time span. An example of this is the use of the period 1980- 2003 for the five samples of social sciences, 1991- 2003 for abstracts of articles in Linguistics and Education, and 1998- 2003 for abstracts in Language in Society. It is my view that the method of data collection regarding the theoretical framework for the research lacks proper integration. The data collected focuses on the presence of a reference to CDA and the mention of the term in the abstract. Most of the data collected may limit a proper discussion of the guiding questions. Additionally, the sampling technique of using a time frame restricts the amount of data that may be relevant to the study. About the reporting of the findings, I believe the presentation fails to address the underlying discussions regarding the shift in boundaries of CDA with its incorporation to the education field comprehensively. The conclusion asserts value to the research especially in highlighting the structure and consequences of education decisions, policies, and social practices. Thus, the study proved reliable in providing an overview of the underlying situation but generalized the findings based on some themes consider central to the research.

References
Bagnoli, Anna. “Beyond the standard interview: The use of graphic elicitation and arts-based methods.” Qualitative research, vol. 9, no. 5, 2009, pp. 547-570.
Rogers, Rebecca, et al. Critical discourse analysis in education: A review of the literature. Review of educational research, vol. 75, no. 3, 2005, pp. 365-416.