RESEARC
H
METHODS
Diagnostic, Descriptive,
Evaluative, and Action
Presented By,
Shivani S
1 MSc Psychology
st
St. Agnes Centre for Post Graduate Studies and
Research
RESEARC
H
METHODS
Diagnostic, Descriptive,
Evaluative, and Action
DIAGNOSTI DESCRIPTIV
C E
EVALUATIVE ACTION
DIAGNOSTIC
• Concerned with determining the frequency of occurrence or the association
between variables.
• Aims to examine whether variables are associated with each other.
• Diagnostic studies share several elements with descriptive studies, such as the
need for clear objectives, careful design, and data accuracy.
• Focus is placed on obtaining relevant and precise data to answer specific
research questions.
• Often involves probability sampling or random sampling to gather information
about the population.
• Sample designs must yield accurate information with minimal research effort.
• Research methods must avoid bias, and the staff must be trained and supervised
to ensure error-free data collection.
DIAGNOSTIC
Example:
Topic: The Relationship Between Stress and Sleep Disorders in College Students
Objective: To determine if there is an association between high levels of stress and
the occurrence of sleep disorders among college students.
Formulate Objective, Population, Sample Selection, Data Collection Methods and
Process, Analysis, and Conclusion
DIAGNOSTIC
DIAGNOSTI DESCRIPTIV
C E
EVALUATIVE ACTION
DESCRIPTIVE
Purpose: Describes the characteristics of an individual, group, or situation. The
major purpose is to describe the state of affairs as it exists at present.
Common Uses:
Includes surveys and fact-finding inquiries of different kinds.
Widely used in social science and business research.
The term Ex post facto research is often used for descriptive studies.
Main Characteristic:
The researcher has no control over the variables.
The researcher can only report what has happened or is happening.
Ex post facto research may attempt to discover causes without
manipulating variables.
DESCRIPTIVE
Methods Used:
Survey methods of all kinds, including:
o Comparative methods
o Correlational methods
Observation
Questionnaires
Interviews
Examination of records
DESCRIPTIVE
Research Design Requirements:
Clearly define what is to be measured.
Use appropriate methods for measurement.
Define the population being studied.
Aim for complete and accurate information.
Carefully planned procedures to minimize bias and maximize reliability.
Structured Instruments: Used to ensure consistency and accuracy in data
collection.
Pre-testing Instruments: Recommended to ensure accuracy and reliability
before full deployment.
DESCRIPTIVE
Sampling:
Involves designing samples that yield accurate information with minimal
research effort.
Probability sampling or random sampling is often used.
Example:
Topic: Study on Stress Levels Among College Students During Exams
Objective: To describe the stress levels experienced by college students during
their exam periods.
Formulate Objective, Population, Sample Selection, Data Collection Methods and
Process, Analysis, and Conclusion
DIAGNOSTI DESCRIPTIVE
DESCRIPTIV
C E
EVALUATIVE ACTION
EVALUATIVE
Most popular type of applied research.
Rutman (1977) first coined the term “evaluation research” to describe
procedures using rigorous research methodology.
Aims to assess how well a program or policy achieves its goals and objectives.
Purpose of Evaluation Research:
Measures the effectiveness of different actions in meeting needs or solving
problems (Punch, 2004).
Determines if a program or policy is satisfactory in its outcomes.
Research Techniques:
Evaluation researchers use various techniques such as surveys and field
research.
EVALUATIVE
Types of Evaluation Research:
1. Formative Evaluation Research:
o Provides built-in monitoring or continuous feedback.
o Evaluate different aspects of the program during implementation.
2. Summative Evaluation Research:
o Focuses on outcomes of the program.
Application in Organizations:
Widely used in schools, businesses, and government agencies.
Became popular in the US during the 1960s with federal social programs.
Growing in popularity in other countries, including India.
EVALUATIVE
Challenges in Evaluation Research:
Ethical and political conflicts can arise due to opposing interests in the findings.
Results may impact areas like employment, political party popularity, etc.
Dissatisfied stakeholders may criticise the research methods as biased or
inadequate.
Researchers may face pressure to manipulate results.
Limitations of Evaluation Research:
• Raw data is rarely publicly available.
• Organizations may selectively use or ignore findings.
• Focus tends to be on inputs and outputs, rather than the full process affecting
people's lives.
EVALUATIVE
Example:
Title: Evaluating the Effectiveness of Mindfulness-Based Stress Reduction (MBSR) on
Reducing Symptoms of Depression in Adults
Objective:
To assess whether an 8-week Mindfulness-Based Stress Reduction (MBSR) program is
effective in reducing symptoms of depression among adults diagnosed with mild to
moderate depression.
Methodology, Outcome, Implications
DIAGNOSTI DESCRIPTIV
C E
EVALUATIVE
EVALUATIVE ACTION
ACTIO
N
Kemmis and McTaggart (2003) have defined action research as collective self-reflective
inquiry undertaken by the participants in various social situations improving
productivity, rationality and justice of their own practices as well as their understanding
of these practices satisfactorily.
ACTIO
N
The term ‘Action Research’ was coined by Kurt Lewin in 1944.
Popular in fields like social psychology, industrial/organizational psychology, and
education.
Focuses on immediate application rather than theory development or
generalization.
Problems addressed arise in local settings with findings evaluated in terms of local
applicability.
Traditions of Action Research
British tradition: Focuses on improvement and advancement of practice (Caar &
Kemmis, 1986).
American tradition: Views it as a systematic collection of data for social change
(Bogdan & Biklen, 2007).
ACTIO
N
Core Concepts of Action Research
Knowledge is treated as a form of power.
Blurs the line between research and social action.
Assumes that knowledge develops from experience and people can take action to
improve conditions.
Characteristics of Action Research
Incorporates ordinary or popular knowledge.
Raises consciousness by expanding public awareness.
Participants are actively involved in the research process.
Focuses on empowerment and aims to equalize power relations between researcher
and participants.
Directly tied to action aimed at improving conditions.
Publishing findings is secondary to improving participants' lives.
ACTIO
N
Role of Participants
Participants play an active role in formulating, designing, and conducting research.
Researchers collaborate to cogenerate knowledge with local groups, incorporating
their diverse experiences.
Philosophical, Political, and Social Elements
Philosophical element: Emphasizes the role of action in knowing.
Political element: Focuses on the political aspects of knowledge production.
Critical social science element: Aims at empowerment of participants through
the research process.
ACTIO
N
Example:
Title: Improving Student Engagement and Reducing Anxiety in High School Students
through Mindfulness Practices
Objective:
To reduce student anxiety and improve classroom engagement through a mindfulness-
based intervention.
DIAGNOSTI DESCRIPTIV
C E
EVALUATIVE
EVALUATIVE ACTION
REFERENCES:
Singh, A. K. (2019). Tests, measurements and research methods in
behavioural science (6th ed.). Bharathi Bhawan.
Kothari, C. R. (2004). Research methodology: Methods and techniques
(2nd rev. ed.). New Age International (P) Ltd., Publishers.
