What Is Descriptive Research

What Is Descriptive Research?
Descriptive research does not fit neatly into the definition of either quantitative or
qualitative research methodologies, but instead it can utilize elements of both, often
within the same study. The term descriptive research refers to the type of research
question, design, and data analysis that will be applied to a given topic. Descriptive
statistics tell what is, while inferential statistics try to determine cause and effect.
The type of question asked by the researcher will ultimately determine the type of
approach necessary to complete an accurate assessment of the topic at hand. Descriptive
studies, primarily concerned with finding out "what is," might be applied to investigate
the following questions: Do teachers hold favorable attitudes toward using computers in
schools? What kinds of activities that involve technology occur in sixth-grade
classrooms and how frequently do they occur? What have been the reactions of school
administrators to technological innovations in teaching the social sciences? How have
high school computing courses changed over the last 10 years? How do the new
multimediated textbooks compare to the print-based textbooks? How are decisions
being made about using Channel One in schools, and for those schools that choose to
use it, how is Channel One being implemented? What is the best way to provide access
to computer equipment in schools? How should instructional designers improve
software design to make the software more appealing to students? To what degree are
special-education teachers well versed concerning assistive technology? Is there a
relationship between experience with multimedia computers and problem-solving
skills? How successful is a certain satellite-delivered Spanish course in terms of
motivational value and academic achievement? Do teachers actually implement
technology in the way they perceive? How many people use the AECT gopher server,
and what do they use if for?
Descriptive research can be either quantitative or qualitative. It can involve collections

of quantitative information that can be tabulated along a continuum in numerical form,
such as scores on a test or the number of times a person chooses to use a-certain feature
of a multimedia program, or it can describe categories of information such as gender or
patterns of interaction when using technology in a group situation. Descriptive research
involves gathering data that describe events and then organizes, tabulates, depicts, and
describes the data collection (Glass & Hopkins, 1984). It often uses visual aids such as
graphs and charts to aid the reader in understanding the data distribution. Because the
human mind cannot extract the full import of a large mass of raw data, descriptive
statistics are very important in reducing the data to manageable form. When in-depth,
narrative descriptions of small numbers of cases are involved, the research uses
description as a tool to organize data into patterns that emerge during analysis. Those
patterns aid the mind in comprehending a qualitative study and its implications.
Most quantitative research falls into two areas: studies that describe events and studies
aimed at discovering inferences or causal relationships. Descriptive studies are aimed at
finding out "what is," so observational and survey methods are frequently used to collect
descriptive data (Borg & Gall, 1989). Studies of this type might describe the current state
of multimedia usage in schools or patterns of activity resulting from group work at the
computer. An example of this is Cochenour, Hakes, and Neal's (1994) study of trends in
compressed video applications with education and the private sector.
Descriptive studies report summary data such as measures of central tendency including
the mean, median, and mode, deviance from the mean, variation, percentage, and
correlation between variables. Survey research commonly includes that type of
measurement, but often goes beyond the descriptive statistics in order to draw
inferences. See, for example, Signer's (1991) survey of computer-assisted instruction and
at-risk students, or Nolan, McKinnon, and Soler's (1992) research on achieving
equitable access to school computers. Thick, rich descriptions of phenomena can also
emerge from qualitative studies, case studies, observational studies, interviews, and
portfolio assessments. Robinson's (1994) case study of a televised news program in
classrooms and Lee's (1994) case study about identifying values concerning school
restructuring are excellent examples of case studies.
Descriptive research is unique in the number of variables employed. Like other types of
research, descriptive research can include multiple variables for analysis, yet unlike
other methods, it requires only one variable (Borg & Gall, 1989). For example, a
descriptive study might employ methods of analyzing correlations between multiple
variables by using tests such as Pearson's Product Moment correlation, regression, or
multiple regression analysis. Good examples of this are the Knupfer and Hayes (1994)
study about the effects of the Channel One broadcast on knowledge of current events,
Manaev's (1991) study about mass media effectiveness, McKenna's (1993) study of the
relationship between attributes of a radio program and it's appeal to listeners, Orey and
Nelson's (1994) examination of learner interactions with hypermedia environments, and
Shapiro's (1991) study of memory and decision processes.
On the other hand, descriptive research might simply report the percentage summary on
a single variable. Examples of this are the tally of reference citations in selected
instructional design and technology journals by Anglin and Towers (1992); Barry's
(1994) investigation of the controversy surrounding advertising and Channel One; Lu,
Morlan, Lerchlorlarn, Lee, and Dike's (1993) investigation of the international
utilization of media in education (1993); and Pettersson, Metallinos, Muffoletto, Shaw,
and Takakuwa's (1993) analysis of the use of verbo-visual information in teaching
geography in various countries.
Descriptive statistics utilize data collection and analysis techniques that yield reports
concerning the measures of central tendency, variation, and correlation. The
combination of its characteristic summary and correlational statistics, along with its
focus on specific types of research questions, methods, and outcomes is what
distinguishes descriptive research from other research types.
Three main purposes of research are to describe, explain, and validate findings.
Description emerges following creative exploration, and serves to organize the findings
in order to fit them with explanations, and then test or validate those explanations
(Krathwohl, 1993). Many research studies call for the description of natural or man-
made phenomena such as their form, structure, activity, change over time, relation to
other phenomena, and so on. The description often illuminates knowledge that we
might not otherwise notice or even encounter. Several important scientific discoveries as
well as anthropological information about events outside of our common experiences
have resulted from making such descriptions. For example, astronomers use their
telescopes to develop descriptions of different parts of the universe, anthropologists
describe life events of socially atypical situations or cultures uniquely different from our
own, and educational researchers describe activities within classrooms concerning the
implementation of technology. This process sometimes results in the discovery of stars
and stellar events, new knowledge about value systems or practices of other cultures, or
even the reality of classroom life as new technologies are implemented within schools.
Educational researchers might use observational, survey, and interview techniques to

collect data about group dynamics during computer-based activities. These data could
then be used to recommend specific strategies for implementing computers or
improving teaching strategies. Two excellent studies concerning the role of collaborative
groups were conducted by Webb (1982), and Rysavy and Sales (1991). Noreen Webb's
landmark study used descriptive research techniques to investigate collaborative groups
as they worked within classrooms. Rysavy and Sales also apply a descriptive approach to
study the role of group collaboration for working at computers. The Rysavy and Sales
approach did not observe students in classrooms, but reported certain common findings
that emerged through a literature search.
Descriptive studies have an important role in educational research. They have greatly
increased our knowledge about what happens in schools. Some of the important books
in education have reported studies of this type: Life in Classrooms, by Philip Jackson;
The Good High School, by Sara Lawrence Lightfoot; Teachers and Machines: The
Classroom Use of Technology Since 1920, by Larry Cuban; A Place Called School, by
John Goodlad; Visual Literacy: A Spectrum of Learning, by D. M. Moore and Dwyer;
Computers in Education: Social, Political, and Historical Perspectives, by Muffoletto
and Knupfer; and Contemporary Issues in American Distance Education, by M. G.
Moore.
Henry J. Becker's (1986) series of survey reports concerning the implementation of

computers into schools across the United States as well as Nancy Nelson Knupfer's
(1988) reports about teacher's opinions and patterns of computer usage also fit partially
within the realm of descriptive research. Both studies describe categories of data and
use statistical analysis to examine correlations between specific variables. Both also go
beyond the bounds of descriptive research and conduct further statistical procedures
appropriate to their research questions, thus enabling them to make further
recommendations about implementing computing technology in ways to support
grassroots change and equitable practices within the schools. Finally, Knupfer's study
extended the analysis and conclusions in order to yield suggestions for instructional
designers involved with educational computing.
Descriptive research is a study designed to depict the participants in an accurate way. More
simply put, descriptive research is all about describing people who take part in the study.
There are three ways a researcher can go about doing a descriptive research project, and they are:
Observational, defined as a method of viewing and recording the participants

Case study, defined as an in-depth study of an individual or group of individuals
Survey, defined as a brief interview or discussion with an individual about a specific
topic

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What Is Descriptive Research?

Descriptive research can be either quantitative or qualitative. It can involve collections

Educational researchers might use observational, survey, and interview techniques to

Henry J. Becker's (1986) series of survey reports concerning the implementation of

Observational, defined as a method of viewing and recording the participants

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