Introduction to Educational Research

1. Introduction to Educational Research Chapter One

2. Learning Outcomes • 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

3. Introduction to Research • Why is educational research significant? • Educational research contributes to educational theory and educational practice • As a professional we need to know how to find, understand, and evaluate findings • 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?

4. 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

5. The Scientific Method: (Research Process) • 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)

6. Limitations of the methods of obtaining knowledge • Experience, authority, inductivereasoning, and deductivereasoning, 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

7. Limitations of the Scientific Method • Cannot answer all questions • Correctness • Cooperation (all these things can limit and alter the results of the study)

8. 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.

9. Approaches to Research • Quantitative Research: is the collection and analysis of numerical data to describe, explain, predict, or control phenomena of interest • states the hypotheses • There is little personal interaction • Assumptions about the world

10. 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 • Nouniform world • Believes in different perspectives • No hypotheses

11. Differences between Qualitative and Quantitative • Qualitativeresearch often involves the simultaneous collection of a wealth of narrative and visual data over an extended period of time vs. Quantitativeresearch which is mainly the collection of numerical data • Qualitative research data collection, as much as is possible, occurs in a naturalistic setting vs. Quantitativeresearch which tends to be done in more researcher controlled environments

12. Classifying Research By method By Purpose Quantitative Survey Correlational Casual Comparative Experimental Single subject Basic & applied Qualitative Evaluation Research & Development Ethnographic Narrative Case study Action research

13. Classification of Research by Method: Quantitative Designs • 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?

14. 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?

15. 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?

16. 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?

17. 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?

18. Classification of Research by Method: Qualitative Design • Three basic designs • Narrative • Ethnography • Case Study

19. 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

20. 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?

21. 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?

22. 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

23. 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?

24. 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?

25. 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

26. 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?

27. Milgram Obedience to Authority Experiment • Video

28. 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?

29. 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?

30. 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?

31. 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.

32. 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.

33. 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.

34. 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=BcvSNg0HZwk