Content Analysis Methodology and Applications to Curriculum Evaluation"

Abstract

Classification of educational research methods has always varied with authors and
their inclinations. Some use analytical methods (Cates, 1985) as criteria for
classification and others use type of research-designs for the same purpose (Best and
Khan, 1989). The former emphasizes methods of analysis while the latter methods
of data collection.
Current educational resear~h scientists have often been heard applauding a
dichotomous thinking, qualitative versus quantitative research, basic versus applied
research, etc. Classification of educational research by type of design, however,
seems to ref1e~t the highest frequency in the textbooks of the field. Many would use
the categories: Descriptive Methods, Historical Method and Experimental Methods.
The criterion of time has been a major difference in the former two. The latter is
different from the former in methodological rigor and design. It can, however, be
easily observed that a common criterion has not been used in all classifications, a
weakness that needs to be redressed soon.
A preliminary study of the state of the art in the Ethiopian context including
educational MA theses demonstrates overuse of the Descriptive Method of research.
Although of the highest relevance in education, Experimental Research appears to be
the least a}>plied by Ethiopian educational researchers. The few that have appeared in
. the literature could be classified as pre-experimental studies and not as trueexperimental designs.
The Descriptive Method is not a method as such as it involves different designs.
These include Surveys, Content Analysis, Case Studies, Assessment Studies,
Evaluation Studies, Comparative Studies and Developmental Studies .