ABSTRACT

A glance through the literature suggests that there is no generally accepted scheme for classifying educational research studies. However, the reason for generating and using some forms of classification stems from the fact that the criteria for evaluating educational research become clearer when they are related to the specific methodological characteristics of each category. Another advantage of using some sort of classification is that it makes the analysis of research processes more intelligible and comprehensible, because modern educational research, as we have seen earlier, embraces elements of several related disciplines and makes use of a number of techniques. The three broad categories of research methodologies are:

• The historical method of research; • The descriptive method of research; and • The experimental method of research.