SURVEY RESEARCH AS METHOD OF DATA COLLECTION, NOT A RESEARCH DESIGN: IMPLICATIONS FOR EDUCATIONAL RESEARCH

Abstract

The methodological status of survey research has generated considerable debate in educational and social science research. While many researchers and textbooks classify survey research as a research design, others argue that it is fundamentally a method of data collection that can be integrated into various research designs. This position paper argues that survey research should be viewed primarily as a method of data collection rather than a research design. A research design provides the overall blueprint that guides a study from the formulation of research questions to data analysis and interpretation, whereas survey research merely specifies a systematic approach for obtaining data from a defined population or sample. Drawing upon methodological literature, conceptual analysis, and relevant theoretical perspectives, the paper demonstrates that surveys can be employed within descriptive, correlational, explanatory, experimental, quasi-experimental, mixed methods, and evaluation research designs. Hence, treating survey research as an independent research design creates conceptual ambiguity and methodological inconsistencies. Therefore, the hallmarks of survey methodology are to gather data. The paper concludes that survey research should be regarded as a versatile data collection method that complements, rather than replaces, research designs. This position contributes to methodological clarity, enhances research quality, and promotes consistency in research methodology teaching and practice, particularly within educational research.