Adopted from Prof. Hendl, http://www.ftvs.cuni.cz/hendl/metodologie/typy_vyzkumu.htm
There is no absolutely unified terminology to signify methodology in Master and Doctoral Theses specifically and scientific papers generally. The classification presented here is a temporary one and it does not hold true for papers in art or philosophy. It is based on analysis of textbooks on research methodologies which was carried out by Mauch and Birch (1998). They found out that every textbook usually contains several types of research methodologies which are considered important by the authors. Comparing them proved that the authors agreed only on two common methodologies. At the same time, each of the examined books contained at least one methodology which was not included in the other books. The result of their comparative work is an adjusted list of 20 types of identified methodologies together with their characteristics. Each of the presented methodologies may be used while elaborating final thesis; notwithstanding the fact that there are certainly other types as well. Moreover, two or more methodologies can be applied in a single paper at the same time. One methodology may also use procedures of a different approach. For instance, evaluation study (type 6) may be of a qualitative character (type 19). The names of the methodologies differ in different fields of study. The classification presented below does not draw on theory of science and knowledge; rather, it is based on methodologies which are really used in scientific research in practice.
Type 1: Methodological study. Studies of this type look for new approaches (methods) and their potential advantages against present approaches (methods). The contents of the study may be formed by measuring, observation, organizing, depicting or communication. Such studies often make use of development or evaluation procedures.
Example:
The advantages and disadvantages of meta-analysis while assessing the benefits of past research.
Longitudinal versus cross-sectional studies of age cohorts while examining the development of personality.
Proposal of new measuring procedure.
Type 2: Case study. The analysis of the state, development and interactions with environment of one or more individuals, groups, communities or institutions, operation units as well as projects which are observed, documented and analyzed in order to describe and explain the states they are in and their relationships to internal and external affecting factors (Hendl, 1999).
Examples:
Case study of the method of accepting students to a certain faculty.
The development of cognitive functions of three autistic children.
Renewal and development of the Sokol organization after 1989.
Type 3: Comparative study. It examines two or more existing situations in order to find out about the types, grades or causes of their similarities and differences.
Examples:
Curricula used at universities of a kinanthropological type in different countries.
Differences in the behavior of children and adults in their reactions to a situation when the family is endangered.
Type 4: Correlative-predictive study. It studies correlations among certain phenomena (variables) and it interprets the relationships. Such studies include defining to what extent a variation in a dependent variable is explained by variations of one or more independent affecting factors. The discovered relationships are used in predicting.
Examples:
The relationships between the size of the family and the age of its members to the extent to which they use the means of health care.
The relationship between social-demographic parameters of parents and the methods and intensity of motor activities of their children.
Type 5: Experiment. One or more independent variables are intentionally manipulated with, with a certain aim; the effect on the resulting (dependent) variable is being observed. The results are explained suing some theory or a theory is being tested. Random division into groups is applied (e.g. into groups with and without intervention).
Examples:
Reducing anxiety through motor activity.
The effectiveness of therapeutic procedures.
Type 6: Evaluation. It is supposed that some project is carried out in a certain way and with certain aims. The research is focused on describing current course and finding whether the given aims are being reached and what other effects are present. There are many models of evaluative research (Hendl, 1999).
Examples:
The effect of a project on mental development of disabled people.
The effects of an anti-drug project.
The effectiveness of rehabilitation consulting.
Type 7: Developmental studies. Examining changes in time of one or more values or phenomena.
Examples:
Computer and increase in information: developmental study.
The development of the ability to express oneself in writing.
Type 8: Trend analysis. It examines phenomena which change in time in order to identify the direction and size of the trend. Interpretation and prediction must be carried out.
Example:
The development of records in a given discipline.
The development of the number of sports grounds in a given area.
Type 9: Asking about approach. It examines, describes and interprets behavior, opinions and intentions of a specific group of people.
Examples:
Eating preferences of individuals in hospitals according to gender, age and region.
Political and social opinions of PE teachers.
Type 10: Condition (status). It examines representative or specified group in order to find characteristics of the object which is being observed.
Examples:
Employment of a specified group of inhabitants.
Education, duties, activities and self-reflection of one’s own condition in coaches of young athletes.
Type 11: Exploration. It explores relatively unfamiliar area in order to discover objects or phenomena or to describe them in a more detailed way, usually with the aim to understand them in a better way.
Examples:
Characteristics of how a defined community of athletes uses language for expression.
The condition of metals under temperature around zero.
Type 12: Historical study. Individuals, institutions and activities are examined with the aim to precisely and objectively reconstruct the past, attempt to interpret the influence on the present or test certain hypothesis.
Examples:
The influence of Coubertin’s ideas on the development of the Olympic movement.
The origins and status of the Sokol movement.
Type 13. Modeling. Proposal of a system which represents reflecting a natural system into an artificial system. It includes examining the suitability of a model and its use in examining a natural system.
Examples:
Biomechanical models for exploring the movement of human body.
Mathematical models for exploring economic systems.
Type 14: Proposal and demonstration. Proposing, describing and giving reasons for new systems in economics, school system or health care system, proposing educational projects, instruction material, methods of illness monitoring, suggesting therapies and general type of training plan etc. This type is accompanied with minimum formative evaluation.
Examples:
Proposing a curriculum of physical education for children between the ages of one and three.
Proposing training with the aim to increase explosive force in a certain type of sport or athlete.
Type 15: Meta-analysis. A procedure to combine the results of research on measured values of an uncertain type, understanding its variance and specifying possible mean magnitude of the effect. It is gained by assessing results from respective literature and testing hypotheses.
Examples:
The influence of motor activities on health.
Assessing examining the results of judging certain therapy by different teams.
What is the evidence that air pollution affects the incidence of a certain illness.
Type 16: Review and analysis. Qualitative overview of the knowledge in a given field and attempt to make a synthesis with a certain focus.
Examples:
The development of knowledge about the influence of sports on the process of socialization of an individual. Highlighting deeply and insufficiently explored areas and attempt to make a theoretical synthesis.
The approaches to treat given illness so far. Recommendations for practice. Highlighting weak points and recommended directions of further exploration.
Type 17: Theoretical studies. It suggests and develops theoretical economical and apposite explanation of a certain class of phenomena.
Examples:
Theory of intellectual development.
Theory of motor projects.
Type 18: Analytic study. Gathering certain sets of data (documents) or carrying out studies with the aim to recognize and explain principles which can control certain types of acting and actions. Among special sub-types there are: micro- and macro-analyses and analysis of political measures.
Examples:
Coping with extreme types of human acting in emergency wards in hospitals.
Employing disabled secondary school students in economically less-developed areas.
Type 19: Qualitative study. It is a general style or form of research rather than specific methodology. In reality, qualitative research makes use of a large number of methodologies and approaches which can be used in researches of other types.
Example:
Exploring the development of a physiotherapist’s opinions on his/her contentedness with the job and the extent to which he/she can apply acquired knowledge; exploring is done with in-depth interviews of a small number of individuals which take place a year after finishing their studies. The interviews are being repeated after a certain period.
Type 20: Quasi-experiment. Comparing groups while allocation has not been random. Only partial check of violating internal validity can be done. It can be applied in situations when it is not possible to perform a true experiment for economic or ethic reasons.
Example:
a) All examples stated with type 5 (Experiment). Here, however, some prescribed procedures which are connected to a true experiment cannot be performed.