Introduction to
Educational
Research
Chapter One
Learning Outcomes
1.
2.
3.
4.
5.
Describe the reasoning involved in the
scientific method
Describe the different approaches of
educational research
Define and state the characteristics of each
research approach
Identify and differentiate among research
purposes
Discuss the ethical obligations of researchers
Introduction to Research

Why is educational research significant?
Educational research contributes to
educational theory and educational practice
2.
As a professional we need to know how to
find, understand, and evaluate findings
3.
As a professional we need to be able to
distinguish between legitimate and illegitimate
research claims
Question: Can you think of another reason as to
why educational research is important?
1.
The Scientific Method
 Five





steps in the scientific method
Recognition and definition of the problem
Formulation of hypotheses
Collection of data
Analysis of data
Stating conclusions
The Scientific Method: (Research
Process)

1.
How do we obtain knowledge?
Reasoning: logical thought to reach a conclusion
a. Inductive reasoning: involves
developing generalizations based on
observations of a limited number of
related events or experiences.
(ex: page 4)
b. Deductive reasoning: involves essentially
the reverse process, arriving at specific
conclusions based on general principles,
observations, or experiences(i.e.,
generalizations)
(ex: Page 4)
Limitations of the methods of
obtaining knowledge
 Experience,
authority, inductive
reasoning, and deductive reasoning,
each approach to understanding has
limitations when used in isolation
 (Ex: page 4; Story about Aristotle)
 These methods are very effective when
used in conjunction with one another as
components of the scientific method
Limitations of the Scientific
Method
1.
2.
3.
Cannot answer all questions
Correctness
Cooperation
(all these things can limit and alter the results
of the study)
Application of the Scientific
Method in Education
 Research
is the formal systematic
application of the scientific method to
the study of problems
 Educational research is the formal,
systematic application of the scientific
method to the study of educational
problems.
Approaches to Research
 Quantitative
Research: is the collection
and analysis of numerical data to
describe, explain, predict, or control
phenomena of interest
1.
2.
3.
states the hypotheses
There is little personal interaction
Assumptions about the world
Approaches to Research
 Qualitative
Research: is the collection,
analysis, and interpretation of
comprehensive narrative and visual (i.e.,
nonnumerical) data to gain insights into a
particular phenomenon
1. No uniform world
2. Believes in different perspectives
3. No hypotheses
Differences between
Qualitative and Quantitative
1.
2.
Qualitative research often involves the
simultaneous collection of a wealth of
narrative and visual data over an extended
period of time vs. Quantitative research
which is mainly the collection of numerical
data
Qualitative research data collection, as
much as is possible, occurs in a naturalistic
setting vs. Quantitative research which tends
to be done in more researcher controlled
environments
Classifying Research
By method
By Purpose
Quantitative
Survey Correlational Casual
Experimental Single subject
Comparative
Basic & applied
Qualitative
Evaluation
Research & Development
Ethnographic
Narrative
Case study
Action research
Classification of Research by
Method: Quantitative Designs
A.
Survey Research
 Purpose
– to collect numerical data to
test hypotheses or answer questions
about the current status of the subject
of study.
 Example:
 How
do second grade teachers spend their
teaching time?
Classification of Research by
Method: Quantitative Designs
B. Correlational
 Purpose
– to determine the extent to
which two or more variables are
statistically related
 Example:
 What
is the relation between intelligence and
self-esteem?
Classification of Research by
Method: Quantitative Designs
C. Causal-comparative
 Purpose
– to explore relationships
among variables that cannot be
actively manipulated or controlled by
the researcher
 Example:
 How
does having a working mother affect a
child’s school absenteeism?
Classification of Research by
Method: Quantitative Designs
D. Experimental
 Purpose
– to establish cause and effect
relationships between variables
 Example:
 Is
there an effect of reinforcement on
students’ attitude towards school?
Classification of Research by
Method: Quantitative Designs
E. Single subject
 Purpose
– to investigate cause and
effect relationships with samples of one
(1).
 Example:
 What
is the effect of a behavior modification
program on John’s conduct in class?
Classification of Research by
Method: Qualitative Design
 Three
1.
2.
3.
basic designs
Narrative
Ethnography
Case Study
Classification of Research by
Method: Qualitative Design
1. Narrative
 Purpose
– focus on studying a single person
and gathering data through the collection of
stories that are used to construct a narrative
about the individual’s experience and the
meanings he/she attributes to them
 Example:
 how
do teachers confront, and deal with, high
school students who have drug problems
Classification of Research by
Method: Qualitative Design
2. Ethnography
 Purpose
– to obtain an understanding of the
shared beliefs and practices of a particular
group or culture
 Example: what are the beliefs and
practices of making a sandwich in an Indian
culture?
Classification of Research by
Method: Qualitative Design
3. Case Study
 Purpose – to conduct research on a unit
of study or bounded system . an
individual teacher, a classroom, or a
school can be a case.
 Example:
How do Dowling College
manage Doctor of Education Program
in PhD?
Classification of Research by
Purpose
1. Basic research

Collection and analysis of data to develop
or enhance theory

Example: Learning theories
 Piaget
 Constructivism
 Gardener’s
multiple intelligence
Classification of Research by
Purpose
2. Applied research
 Collection
and analysis of data to
examine the usefulness of theory in
solving practical educational problems
 Example:
 Will
the theory of multiple intelligences help
improve my students’ learning?
Classification of Research by
Purpose
2.1 Evaluation research

The collection and analysis of data to make
decisions related to the merit or worth of a
specific program

Example:
 Is
the new reading curriculum better than the old
one?
 Is the new geography curriculum meeting the
students’ and teachers’ needs?
Classification of Research by
Purpose
2.2 Research and development

The development of effective products for
use in schools

Examples
 The
development of a Smart Board to
enhance a teacher’s use of technology in the
classroom
Classification of Research by
Purpose
2.3 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 disciplinary policies be enforced
consistently in our school?
Milgram Obedience to
Authority Experiment
 Video
Discussion Questions

What did you learn from the video in terms of
Ethical Considerations in Research?

Do you think that the methodology used in the
research was Ethical?

If you were in the researcher’s place what would
you have done differently, based on what you
have learnt from the video?

How important are the ethical considerations in
the research?
Ethics in research
 The
researcher has to think whether the
study is ethically “Right” to conduct.
 If
the research study will bring any
negative influence on participants?
 If
the participants will face any
embarrassments after conducting the
research study?
Cont …
 If
the researcher can keep the
confidentiality and privacy intact after
the research?
 If
the researcher sought the participants
consent to make them part of his or her
research?
The Best Practice
Two rules of Ethics of research are following
:
 Participants should not be harmed
Physically, Mentally and Socially.
 Researchers
obtain participants informed
consent before conducting the research.
Development of Ethical codes
for Research
 Different
organizations developed Code
of Ethics for Research.
 In
1974 US Congress passed the NATIONAL
RESEARCH ACT OF 1974 which gives
permission to National Commission for the
Protection of Human Subjects of
Biomedical and Behavioral Research.
Closing Arguments
It is important to understand different
approaches to educational research,
such as qualitative and quantitative, and
how a researcher applies the approaches
while conducting the research.
It is also important to keep in mind the
ethical context when developing the
research methodology.
Reference
Gay, L.R.; Mills. G. E.; Airasian, P. (2012).
Educational Research: Competencies for
analysis and applications. New York:
Pearson.
http://www.youtube.com/watch?v=BcvSN
g0HZwk