Research and its Types with Reference to the Study Purpose

Classification: Purpose

This is to extend the work about the types of the research with regards to the study purpose. However, the previous blogs presented classification with regards to data collection, methods and data analysis.

1. Basic Research

Gay, Mills and Airasian (2012) said that basic research deals with the refining or development of any theory to make it more productive and comprehensive. According to them, it is a long-term procedure with a chain of research and also stated that this type of research may not have immediate or rapid functionality (p. 16). Similarly, Frascati Manual (as cited in Gulbrandsen and Kyvik, 2010, p. 344) constructed the definition by stating that basic research is driven by the researchers’ keen desire to enhance and expand the knowledge through experimental or theoretical research work (Frascati Manual, 2002). Therefore, basic research is a kind of research that is used to expand or polish the knowledge about a particular theory. It is time-consuming, but its results lead to different practical and academic applications.

Table 1: Key Features of Basic Research

Gay, Mills and Airasian (2012), and  Gulbrandsen and Kyvik (2010)

Develop theories.

Refine theories.

May contains a chain of research.

Enhance and expand the knowledge.

2. Applied Research

The kind of research conducted to know the productivity and usefulness of any theory in solving problems in daily life The main purpose of applied research is to solve problems related to the field of education, whether it is boosting the mental approach of learners or not (Gay, Mills and Airasian, 2012, p. 16).

Table 2: Key Features of Applied Research

Gay, Mills and Airasian (2012, p. 16)

To know productivity of any theory

Practical application of theory

Solving problems related education

3. Evaluation Research

According to Gay, Mills and Airasian (2012), this research leads researchers to understand the productiveness of any methodology and its efficiency, quality, programs, productivity, and practical application too. The main purpose of this research is to evaluate the programmes that any method or theory induces and the products that result from applying and practicing that methodology or theory (p. 17).

Table 3: Key Features of Evaluation Research

Gay, Mills and Airasian (2012)

Evaluating any methodology

Monitoring problem

Judging impact

Making decisions

4. Action Research

This research is highly significant in the language education process. As Kemmis and McTaggart (as cited in Nunan, 1992, p. 17) discussed, action research consists of three major postulates. 1) The researcher should be a practitioner; 2) it’s collaborative research; and 3) it should have the purpose of bringing about change (Kemmis and McTaggart, 1988). Similarly, Cohen and Manion (as cited in Nunan, 1992, p. 18) said that it is a kind of situational research and also stated that it is collaborative and highly concerned with the change that it will lead to after analysing the facts (Cohen and Manion, 1985). This shows that action research requires a practitioner of that particular field to identify the problems and then, with the collaborative effort of the practitioner and the participant, bring about the change that is required. As we have discussed earlier, it is related to the educational system, so the practitioner should be a teacher, both teacher and learner should adopt collaborative behaviours, and finally, it should bring about the change needed to overcome the problems.

Table 4: Key Features of Action Research

Gay, Mills and Airasian (2012)

Educational reforms

Bringing change

Collaborative (practitioner= teacher vs Participants=students)