Research Methods in Education

Department of Technology
Education
 What is Research?
 Research is formal, systematic application of the scientific method

to the study of problems. (L.R.Gay)

 Research is the systematic and organized way of collecting,

organizing, analyzing and interpreting of information of problems

having worth.

 Research is the addition in the existing domain of knowledge.

 What is Educational Research?

Educational research is the

formal, systematic application of the

scientific method to the study of

educational problems. (L.R.Gay)

 Meaning of Educational Research

Part of the things we have learnt so far is that researches

generally address problems. According to Gay (1981) the major
difference between educational research and other research types
is the nature of the phenomena they study.

Ali (1990, p.22) also defines it as “a systematic attempt to define

and investigate significant problems involved in teaching and
learning in and outside the school and at various school
systems”.
 What is Scientific Method?

Identification of Problem

Construction of Hypothesis/es

Data Collection/Information Gathering

Data Analysis

Findings/Conclusions/Recommendations
 What is an Educational Problem?

The discipline of education has grown over the years into

various branches of enquiry with the aim of producing the body

of knowledge that guides and informs the practice of teaching.

Researches may focus on these areas with the aim of extending

the frontiers of knowledge.

Nwana (2005) came up with the following categories of
Educational Problems:

 Psychological: e.g. learning theories, factors affecting learning,

remembering and forgetting, motivation, maturation, child
development and growth, etc.

 Philosophical: e.g. logical analysis of concepts, values, and

worthiness in education, educational aims, moral judgments,
methods of reasoning, meaning, nature and sources of
knowledge, etc.
Evaluation: continuous assessment, tests instruments,
examinations (both internal and external), item analysis, students’
report cards, etc.

Content: the school subjects, factors affecting choice of content,

mode of organizing content, etc.

Methodological: methods of teaching, a comparison of these

methods, teaching styles, teacher effectiveness, teaching practice,
micro-teaching, instructional media, etc.
 Administrative: school financing, discipline, school
records, classroom management, leadership styles,
recruitment and deployment of staff, etc.

Sociological: e.g. school-community relationship, teacher-

pupil relationship, interpersonal relations within the school,
classroom behavior of students, students' unrest etc.

Historical: e.g. history of institutions, programmes, places

or persons of educational interest.
  Importance of Educational Research
Research equips teacher trainees with problem-
solving and leadership skills.

Students’ participation in research can provide very useful

baseline data that can be used for planning purposes.

Research enhances the continuous professional growth of

teachers.

Research may develop in the students the scientific

attitudes of objectivity, curiosity and critical outlook.

Research also leads to improvement in teaching and

 Meaning of Knowledge

Knowledge is broadly speaking consist of facts and theories that

enables one and understand phenomena and solve problem.

Knowledge can be ranged from the simplest perception of an

object to the most profound understanding of a complex theory.

 SOURCES OF KNOWLEDGE

o Revealed Knowledge
o Intuitive Knowledge

o Empirical Knowledge

o Authoritative Knowledge

o Rational knowledge

o Instinct

o Traditions

o Expert Opinion

o Personal Experience
 Revealed Knowledge
It is type of knowledge, which may be described as
knowledge that Allah Almighty has disclosed to
men .Allah SWT inspired certain persons to write
down truths that He revealed them so that these truths
might be there after by all mankind.
 Intuitive Knowledge

Intuition is the sudden eruption into consciousness of an idea or

conclusions, produced by a large process of conscious work.
All of sudden we see the solution to a problem with which our
unconscious has been at grips for days, months or years

The problem with intuition however, is that most of our

intuitions are wrong and they need careful double checking
before they are trusted.
 Empirical Knowledge

 Knowledge obtained through the evidence of senses. Sense

perception is the chief source. It is also called sensory knowledge

gained through experience and senses.
 Information from the senses is called empirical knowledge and

empiricists believe that the fundamental source of all knowledge is

our senses. Our senses are exploratory organs; we use them all to
become acquainted with the world we live in. We learn that candy
is sweet, and so is sugar. Lemons are not, and onions are not.
 However, our senses present us with a serious credibility

problem. But is there any way we can actually be sure

about this? Can we really trust what our senses seem to

tell us?

 Biasnes, Liking and disliking, environment and diseases

effect on senses.
 Authoritative Knowledge

Knowledge gained through authority (Scholar, teacher, or

any expert person).It is important to consider that

authority must be indisputable person. These are the

personalities excelled in the field of knowledge and

literature.
 Rational knowledge

Knowledge obtained by the exercise of reason(s) alone.

Reason is the source of knowledge. Rationalists
believe in Logic. The logical reasoning according to
rationalists can be found in two processes.
Deductive Reasoning

Inductive Reasoning
 Deductive Reasoning
A significant contribution towards the development of a
systematic method for obtaining reliable knowledge was made by
the Aristotle. Reasoning from general to specific.

For example
All human beings are mortal, (Major Premise)
Aslam is a human being, (Minor Premise)
So, Aslam is mortal (Conclusions)
 Inductive Reasoning

Reasoning from particular to general conclusion. In inductive

reasoning conclusions is reached by observing instances to the
whole phenomena
For example
Aslam is mortal,
Aslam is a human being,
So, All human beings are mortal
 Instinct

When an ant crawls on your right arm, the left hand

automatically moves towards the right arm to drive the ant away.
The mind does not reason here. When you see a scorpion near
your leg, you withdraw the leg automatically. This is called
instinctive or automatic movement. As you cross a street, how
instinctively you move your body to save yourself from the cars!
There is no thought during such kind of mechanical movement.
 Traditions

Closely related to authority is tradition upon which man

depends for solutions to many of his problems. He

unquestioningly accepts many traditions of his

forefathers or culture such a customary style of dress,

food and speech.

 Expert Opinion

Expert opinion is also more important source of

knowledge, in a court of law, many judges may

recognize a psychiatrist as an expert to testify the

sanity of the defendants, or ask hand writing specialist

to compare signature.
Personal Experience

Our own personal experience is most familiar and fundamental

source of knowledge.

 Common Sense

Common sense is very un common” or we can also get some

information or knowledge from our understanding or common
sense.
 What is Scientific Method?

Identification of Problem

Construction of Hypothesis/es

Data Collection/Information Gathering

Data Analysis

Findings/Conclusions/Recommendations
The Basic Steps of Research...
Scientific and disciplined inquiry is an
orderly process, involving:
 Recognition and identification of a topic to

be studied (“problem”)
 Description and execution of procedures

to collection information (“method”)

 data analysis
 Statement of findings (“Results”)
 VARIABLES

A measurable quantity which can vary from individual or

object to another.

e.g. gender, eye color, height, weight, achievement scores, price of one
dozen bananas can be different on different days and in different shops.

CONSTANTS
A quantity which can assume only one value.
e.g. grade level of students, number of bananas in one dozen etc.
Variables
Variables (anything that can vary in measure; opposite
of constant)

Variables must be clearly defined

Often investigate relationship between variables

 Variables Classification

Quantitative (variables measured as a matter of degree, using real

numbers; i.e. height ,weight, age, )

Categorical (do not vary in degree amount or quantity but are

qualitatively no variation…either in a category or not; i.e. gender,
hair color,occupation )
 Variable (contd…)
Independent: the cause (the manipulated, treatment or experimental
variable)

Dependent: the effect (outcome variable)

Extraneous: uncontrolled IVs

All extraneous variables must be accounted for in an experiment
e.g. personality of teacher, time of day classes are taught, teaching method
 Hypotheses

Hypothesis is a prediction of some sort regarding the

possible outcomes of a study( J. R. Frankel).

A Hypothesis states what we are looking for. It is

proposition which can be put to a task to determine its
validity. It may prove to be correct incorrect(Good & Hat).
 Hypothesis is a conjecture about the solution to a
problem, The relationship of two or more variables, or the
nature of some phenomena(William Wiersma,1986).

It is a shrewd guess or inference that is formulated

and provisionally adopted to explain observed facts or
conditions and to guide in further investigations (J . W .
Best)
Hypotheses(Contd…)
sometimes several hypotheses from one research
Question(RQ)

RQ: Will athletes have a higher GPA that nonathletes?

H: Athletes will have higher GPAs that nonathletes
Advantages to stating a hypothesis as well as RQ
Clarifies/focuses research to make prediction based on previous
research/theory
Multiple supporting tests to confirm hypothesis strengthens it

Disadvantages
Can lead to bias in methods (conscious or un-conciously) to try to
support hypothesis
Sometimes miss other important information due to focus on
hypothesis
Types of Hypotheses
Directional v. Non-directional
Directional says which group will score higher/do better
e.g
10th grade biology students ,who are instructed
using multimedia achieve at a higher level than those
who receive regular instructions.
Non-directional just indicates there will be a difference, but
not who will score higher/do better
e.g.
There is a significant difference in achievement of 10 th
grade biology students ,who are instructed using multimedia and
those who receive regular instructions.

Directional more risky, so be careful/tentative in using

directional ones
 Types of Hypothesis (Contd…)
Null-Hypothesis(Ho)
The null hypothesis is described as the hypothesis of no
difference or no relationship. It decreases biasness.
e.g.
There is a no significant difference in achievement of 10 th grade
biology students ,who are instructed using multimedia and those who
receive regular instructions.
 Importance of Hypothesis
It provide direction to research.
It is guide to thinking process.
It is the researcher’s eye
It focuses research.
It prevents blind research.
Island in the stream of thought.
It serves as beacon light.
It serves as a framework.
 Characteristics of Hypothesis
It should be testable.
It should show relationship between variables.
It should be consistent with most known facts.
A good hypothesis is stated in scientific language.
It must not conflict with any law of nature which is known to be
true.
It should follow from previous research and lead to future
research.
 Sources of Hypothesis
Experience of researchers.

Review of related literature.

Alert mind capable of deriving relevant hypothesis.

Critical mind capable of rejecting faulty hypothesis.

 Difference between Research Problem and Hypothesis

Research Problem Hypothesis

It is general in nature. It is specific in nature.

It has constructs. It has measurable operational definitions.

Can not be tested as such. Testable.

It is broader and provides base for hypotheses. It is deduced from problem.

Classifying Research
Two helpful ways to view research
Purpose
 The degree of direct applicability of research to educational
practices and settings
Method
 The overall strategies followed to collect and analyze data

Obj. 3.1, 3.2 & 3.5

The Purposes of Research
Five categories
Basic
Applied
Evaluation
Research and development (R & D)
Action

Obj. 3.3
 The Purposes of Research

Basic research
Collection and analysis of data to develop or enhance theory
Examples related to learning theory
 Piaget
 Constructivism
 Mastery learning
 Gardner’s multiple intelligences

Obj. 3.4
The Purposes of Research
Applied research
Collection and analysis of data to examine the usefulness
of theory in solving practical educational problems
Examples
 Developing a seventh grade social studies curriculum around a
problem-solving approach to learning
 Examining the effectiveness of a computer-based algebra program
developed around a mastery learning approach
 Accommodating varied learning styles when teaching lessons in
modern literature

Obj. 3.4
The Purposes of Research
The interaction of basic and applied research

Basic research provides the theory that produces the

concepts for solving educational problems

Applied research provides the data to help support,

guide, and revise the development theory

Obj. 3.4
The Purposes of Research
Evaluation research
The collection and analysis of data to make decisions
related to the merit or worth of a specific program

 Merit relates to a program accomplishing what it was supposed to

accomplish

 Worth relates to the value attached to a program by those using it

 Comparison of two system of examination

Obj. 3.4
The Purposes of Research
Evaluation research
Examples

 The computerized algebra program being used in Williams

Middle School has been installed properly, is being used properly,

and student achievement is increasing as a result of its use

 The computerized algebra program being used in Williams

Middle School is perceived to be an efficient and effective

expenditure of district funds

Obj. 3.4
The Purposes of Research
Research and development
The development of effective products for use in schools

Examples

 The development of the software to create a computerized algebra

program that incorporates an individualized mastery learning

approach to teaching basic algebraic concepts

 The development of a Smart Board to enhance a teacher’s use of

technology in the classroom

Obj. 3.4
The Purposes of Research
Action research

The collection and analysis of data to provide a solution

to the practical, valued problems of educators within

their own school or organization
Examples

 How can our college move to a performance based model for

undergraduate teacher preparation programs?

 How can disciplinary policies be enforced consistently in our

school?
Obj. 3.4
Research Methods

Two general categories of methods/Approaches

currently being used in educational research

Quantitative

Qualitative
Obj. 3.5
Quantitative Methods
General purpose

Collect and analyze data to explain, predict, or control

phenomena of interest

 Describe current conditions

 Investigate relationships

 Study causes and effects

Obj. 3.6 & 5.1

Quantitative Methods
Characteristics
Numerical data
Use of formally stated hypotheses and procedures
Use of controls to minimize the effects of factors that
could interfere with the outcome of the research
Large numbers of participating subjects
An objective, detached researcher
Use of pencil and paper tests, questionnaires, etc.

Obj. 3.6 & 5.1

Quantitative Methods
Basic designs
Descriptive
Correlational
Causal-comparative
Experimental
Historical

Obj. 3.7
 Quantitative Designs
 Descriptive

Purpose – to describe the current status of a variable of interest to the

researcher
Examples

How many students drop out of school in Sargodha?

What are the attitudes of parents, students, and teachers concerning

an extended school year?

What kinds of activities typically occur in sixth-grade art classes,

and how frequently does each occur?

To what extent are elementary teachers using math manipulative?
Quantitative Designs
 Correlational
Purpose – to ascertain the extent to which two or more
variables are statistically related
Examples
What is the relationship between ACT scores and
freshman grades?
Do significant relationships exist between the types of
activities used in math classrooms and student
achievement?
This design does NOT imply causation
 Quantitative Designs
Causal-comparative
Purpose – to explore relationships among variables that cannot
be actively manipulated or controlled by the researcher

Examples
What is the effect of part-time employment on the
achievement of high school students?

What is the effect of attending a academy school on student

achievement?

An important characteristic is that the independent

variable has already been manipulated
Obj. 3.7 & 4.1
 Quantitative Designs
Experimental
Purpose – to establish cause and effect relationships between variables

Examples

 What is the effect of teaching with (1) a co-operative groups strategy or (2) a

traditional lecture approach on students’ achievement?

 What is the effect of teaching with manipulatives vs. a traditional algorithm

approach on students’ test scores?

The important characteristics are that the researcher manipulates the

independent variable and controls extraneous variables

Quantitative Designs
Historical

Studying, understanding and explaining past

events to arrive at conclusions concerning causes,

effects or trends of past occurrences.

Obj. 3.7 & 4.1

 Qualitative Methods
 General purpose
To probe deeply into the research setting to obtain in-depth
understandings about the way things are, why they are like that,
and how participants perceive them
The need to create a sustained, in-depth, in context study that
allows the researcher to uncover subtle, less overt personal
understandings
 Assumptions of the researcher
All meaning is situated in a particular perspective or context
Different people and groups often have different perspectives
and contexts, so there are many different meanings in the world
Qualitative Methods
Characteristics
 There are no hypotheses guiding the researcher, rather a general
issue known as the foreshadowed problem suggests the general
issues of concern
 Problems and methods tend to evolve over the course of the study as
understanding of the research context and participants deepens
 Phenomena are examined as they exist in a natural context, and they
are viewed from the participants’ perspectives
 There are few participants involved in the study
 Data analysis is interpretative in nature
 The researcher interacts extensively with the participants

Obj. 3.8 & 5.1

 Approaches to Inquiry:
Qualitative versus Quantitative
 References
 Ali, A. (1990). Approaches to educational research: analysis, criticisms and relevance. In R. O. Ohuche

and M. Anyanwu (Eds.).Perspectives in educational research and national development (Vol. 1,

pp.21-38).Onitsha: Summer Educational Publishers Limited.

 Gay, L. R. (1981).Educational research: competencies for analysis and application. Second Edition.

Columbus: Charles E. Merrill Publishing Company.

 Frankel ,J. R .&Wallen ,N . E.(1993).How to design and evaluate research in education. Singapor:Mac

Graw-Hill

 Nwana, O. C. (2005).Introduction to educational research. Ibadan: Heinemann Educational Books