ABSTRACT
The previous chapter sought to characterize three main approaches to research in education. As was pointed out, those approaches could not be viewed as discrete ones, there being, in some cases, a fair degree of overlap between them. It was further pointed out that there was an even greater overlap between the research tools used. This was increasingly the case, because of the complexity of research design in more recent times. The present chapter seeks to address the research tools used in education, to consider their strengths and weaknesses, and to relate them to the approaches with which they are primarily, if not exclusively, associated.
