The Purposes of Educational Research implemented in a variety of forms.

Underlying
the different approaches are alternative
Educational research is a type of systematic assumptions and sets of beliefs about
investigation that applies empirical methods knowledge, school reality, and the purpose of
to solving challenges in education. the research.
It adopts rigorous and well-defined scientific
processes in order to gather and analyze Qualitative Educational Research
data for problem-solving and knowledge
advancement. Qualitative research is designed to study
school situations and events as they unfold
J. W. Best defines educational research as naturally. The focus of the investigation is on
that activity that is directed towards the the meanings of these experiences for the
development of a science of behavior in individuals and groups in these settings.
educational situations. The ultimate aim of such
a science is to provide knowledge that will Types of Qualitative Methods
permit the educator to achieve his goals
through the most effective methods.
● Case Study
The Purposes of Educational Research aims to understand a particular phenomenon
(such as a program, process, event,
1. Improve Practice organization, or concept) by selecting a
Research can suggest ways of improving particular example of that phenomenon as the
practice that have been verified with many focus of the study.
applications and by many different types of
people, which is difficult for practitioners. Case study research usually focuses on a
single entity (e.g., an individual, a class, or a
2. Add to knowledge program), at times, two or more cases are
Research can add to what we know about how selected for comparison purposes.
people learn and what we can do to help
facilitate the learning process.
● Ethnographic Research
3. Address Gaps in Knowledge Ethnographic research is focused on the
Research can address areas in which little is cultural and social life of schools, classrooms,
known, like perhaps the effects of online versus and communities. The researcher immerses
traditional classroom learning. him- or herself in the group that is the subject of
the study, exploring their lived experiences and
4. Expand Knowledge identifying their shared values and beliefs.
Research can allow us to extend what we know
in ways we never conceived. ● Narrative Research
Narrative research presents stories of life
5. Replicate Knowledge experiences told by individuals in their own
Research can act as a test to verify previous words, accompanied by reflections on the
findings. meaning of these stories within a broader
educational context.
6. Add Voices of Individuals to
Knowledge ● Critical Research
Research can add an important perspective for Critical research centers on a social justice
different learning types. Much of the educational agenda. The purpose of the study is to expose
research prior to the Eighties is based on able, repression, domination, and inequities and
white, middle-to-upper class males. This is bring about social change. To raise the
certainly not reflective of our increasingly consciousness of those who are marginalized in
heterogeneous students, and research helps society and seek a change in these inequities,
revise theory and practice to reflect different researchers often invite them to be involved in
student needs. the inquiry.

Types of Educational Research Designs Quantitative Educational Research

Action research draws from a wide range of Quantitative research is designed to gather
educational research approaches and is numerical data from individuals or groups using
statistical tests to analyze the data collected Either the nested or the dominating approach
(Slavin, 2007). Cause-and-Effect may be qualitative or quantitative.
relationships can be studied best in
experimental studies (Mertler & Charles, 2011). ● Two-Phase Research
In nonexperimental quantitative studies, addresses different questions within the
researchers study relationships between research problem in a two-phase study. The
variables as they exist, without any attempt to qualitative and quantitative methods are
change them (Slavin, 2007). employed separately, simultaneously, or
sequentially, without much mixing, to investigate
Statistical data can also be used in each of these questions.
nonexperimental studies to describe information
related to occurrences of phenomena and to ● Integrated Research
measure the degree of association between combines quantitative and qualitative methods
phenomena. throughout the research process to answer the
same question. The methods are employed
Types of Quantitative Method concurrently with equal weight.

● Experimental ACTION RESEARCH

is designed to measure cause-and-effect
relationships (Fraenkel, Wallen, & Hyun, 2011). ● Educational research is usually focused
It is conducted to test the effect of planned on studying the process of teaching and
interventions, called the independent variables, learning.
on groups or individuals.
● Traditional educational research is often
● Causal–Comparative (Ex Post Facto) conducted by university-based
Research researchers who carry out an
is also used to investigate causal relationships investigation of others at the school
between something that happened in the past setting.
and subsequent responses (McMillan, 2011).
Action research is a distinct kind of research
● Correlational Research that is different from other traditional
investigates the degree of relationship between educational research.
two or more variables in a given situation.
● Constructivist.
● Descriptive Research Action researchers are perceived as generators
represents the current conditions of the topic of knowledge rather than receivers and
under investigation without trying to change or enactors of knowledge produced by outside
manipulate them. These studies summarize experts.
existing phenomena by using numbers to
describe groups or individuals (McMillan & ● Situational
Schumacher, 2010). Action researchers aim to understand the
unique context of their studies and the
Mixed-Methods Research participants involved. The conclusions of these
inquiries should be understood within the
a schism between qualitative and quantitative complexities, ambiguities, and nuances of the
approaches dominated the field of educational particular settings in which their studies were
research. The mixed-methods approach conducted.
proposes to cross boundaries between
worldviews and blend (or combine) qualitative ● Practical.
and quantitative research methods and Action researchers choose the questions that
techniques into a single study. they plan to investigate based on their own
concerns and professional areas of interests.
Mixed Methods
● Systematic
● Embedded Design-Research Action research is intentional, thoughtfully
is used in studies in which both methods of data planned, systematic, and methodical. The
collection, quantitative and qualitative, are research process has to be systematic in order
included, but one paradigm dominates the to produce trustworthy and meaningful results
study.
 ● Cyclical A literature review is a survey of scholarly
Action research starts with a research question sources that provides an overview of a
and ends with the application of the knowledge particular topic. Literature reviews are a
gained that leads to new questions and a new collection of the most relevant and significant
cycle of research. publications regarding that topic in order to
provide a comprehensive look at what has been
Following is a description of the six steps said on the topic and by whom.
involved in carrying out a full cycle of action
research and an illustration of the cyclical steps. The basic components of a literature review
include:
1. Identifying an issue or problem the
practitioner wants to explore ● a description of the publication;
2. Gathering background information ● a summary of the publication’s main
through a review of appropriate literature points;
and existing research on the topic ● a discussion of gaps in research;
3. Designing the study and planning the ● an evaluation of the publication’s
methods of collecting data contribution to the topic.
4. Collecting data
5. Analyzing and interpreting data The purpose of a literature review is to provide
6. Writing, sharing, and implementing the a review of writings on the given topic in order
findings to establish the reviewer’s own position in the
existing field of scholarship on that topic. A
Formulating Specific Research Question(s) literature review provides a reader with a
comprehensive look at previous discussions
● Questions In Qualitative Action prior to the one the reviewer will be making in
Research his/her own research paper, thesis, or
The question should identify who or what you dissertation.
are going to investigate in the study
WHAT ARE THE PARTS OF A LIT REVIEW?
● Questions in Quantitative Action
Research ● Introduction
Research questions that are concerned with ● Body
measuring variables that can be quantified are ● Conclusion
usually specific and involve assessing “how
much” or “how many.” Here is a step-by-step approach to drafting your
These research questions are often followed by literature review:
hypotheses, especially in experimental studies.
● Define your Goal
● Questions in Mixed‑Methods Action ● Do your research
Research ● Ground summary in Relevance
In a mixed-methods research study you may ● Develop review logically
want to pose several specific research ● Include references/works cited list
questions, each calling for a different form of
data collection. Some questions may lead to
qualitative data and others to quantitative data. Ethical issues in educational research

LITERATURE REVIEWS Ethical considerations in research are a set of

principles that guide your research designs and
● What is the main aim of literature practices. Scientists and researchers must
review? always adhere to a certain code of conduct
A literature review establishes familiarity with when collecting data from people.
and understanding of current research in a
particular field before carrying out a new The goals of human research often include
investigation. Conducting a literature review understanding real-life phenomena, studying
should enable you to find out what research has effective treatments, investigating behaviors,
already been done and identify what is and improving lives in other ways. What you
unknown within your topic. decide to research and how you conduct that
research involve key ethical considerations.
● What is a literature review? These considerations work to
 sensitive data could lead to legal risks or a
● Protect the rights of research breach of privacy.
participants
● Enhance research validity 7. Results communication
● Maintain scientific integrity The way you communicate your research
results can sometimes involve ethical issues.
Good science communication is honest,
Types of ethical issues reliable, and credible. It’s best to make your
results as transparent as possible.
1. Voluntary participation \
means that all research subjects are free to
choose to participate without any pressure or
coercion.
All participants are able to withdraw from, or
leave, the study at any point without feeling an
obligation to continue. Your participants don’t
need to provide a reason for leaving the study.

2. Informed consent
refers to a situation in which all potential
participants receive and understand all the
information they need to decide whether they
want to participate. This includes information
about the study’s benefits, risks, funding, and
institutional approval.

3. Anonymity
Anonymity means that you don’t know who the
participants are and you can’t link any individual
participant to their data.

4. Data pseudonymization
is an alternative method where you replace
identifying information about participants with
pseudonymous, or fake, identifiers. The data
can still be linked to participants but it’s harder
to do so because you separate personal
information from the study data.

5. Confidentiality
All participants have a right to privacy, so you
should protect their personal data for as long as
you store or use it. Even when you can’t collect
data anonymously, you should secure
confidentiality whenever you can.

6. Potential for harm

As a researcher, you have to consider all
possible sources of harm to participants. Harm
can come in many different forms.
Psychological harm: Sensitive questions or
tasks may trigger negative emotions such as
shame or anxiety.

Social harm: Participation can involve social

risks, public embarrassment, or stigma.
Physical harm: Pain or injury can result from the
study procedures. Legal harm: Reporting