RESEARCH METHODS IN EDUCATION BY RUTH ADERANTI (PhD)

1. RESEARCH METHODS IN EDUCATION BY RUTH ADERANTI (PhD)

2. CONCEPT OF RESEARCH • To re-search • To re-examine • To investigate • To test • To enquire

3. CONCEPT OF RESEARCH contd. • The concept of research in the Bible • Deut. 13:12-14 – enquire, search, ask diligent questions, analyze and conclude • Jer. 17.10 The Lord search the heart and test the mind • 1 Thess. 5:21 – Prove all things and hold fast that which is true

4. WHAT IS RESEARCH? • Research is an investigative process of finding reliable solution to a problem through a systematic selection, collection, analysis and interpretation of data relating to the problem • in order words research is all activities that makes us discover new knowledge about things around us.

6. PROCESS OF RESEARCH • Identifying a problem • Defining the problem in precise terms in unambiguous terms • Stating the problems in form of research questions and research hypotheses • Designing the research • Collecting data • Analyzing data

7. PROCESS OF RESEARCH contd. • Interpretation of data • Drawing conclusion • Making recommendations

8. PURPOSE OF RESEARCH • To test what you already know • To understand the other side of an issue • To establish reliable guide • To expand knowledge • To predict, explain and interpret a behaviour • To provide solution to a problem

9. CLASSIFICATION OF RESEARCH • i. Classification by purpose • ii Classification by method. • iii Classification based on type of evidences required and method of analysis.

10. Classification by purpose • i. Basic (Pure) research • ii Applied research. • iii. Action research • iv. Evaluation research • v. Research and Development (R & D

11. Classification by purpose contd. • Basic [Pure] Research: This is concern with the production of result and finding which lead to development of theory. • Applied Research: This is conducted for the purpose of applying or testing theory and evaluate its usefulness in solving problems. It is concerned with the usefulness of ideas or theories or practical situation.

12. Classification by purpose contd. • Action Research: is a research that is directed towards solving specific problem in a local setting .it is usually taken by a teacher or group of teacher in school to solving specific problem so that the result can be generalized. • Evaluation Research: the results of evaluation research help in decision making .

13. Classification by purpose contd. • Research and Development: This is aimed at developing and testing product to ensure their effectiveness.

14. Classification of Research by Method • Historical • Descriptive (survey) • Correlational • Experimental • Casual-comparative (ex-post-facto)

15. Historical Research • This type of research is based on oral evidence records such as diaries, case history, autobiography, logbook; Books, Journals, magazines etc are also useful documents. • Descriptive Research • It is also called a survey research. This type of research is based on information, interviews, (oral, written, structured, unstructured etc), inventories, rating scales, self report, observation etc. Descriptive research is aim at fact finding of the present condition or current situation.

16. Correlational Research. • The correlational studies present a research approach that seeksto explain educational phenomena rather than mere stating the phenomena. • Experimental Research •  This type of research involves conducting experiment for research purpose. The experimental method involves investigating possible cause and effect relationship by exposing one or more experimental groups to a treatment and one or more control groups not receiving the treatment.

17. Causal-Comparative Research • Causal-comparative and experimental research represent distinctly different methods, however both attempt to establish cause-effect relationship, and both involve group comparison.

18. CLASSIFICATION OF RESEARCH BASED ON EVIDENCIES REQUIRED OR METHOD OR DATA ANALYSIS • There are three types of research based on evidences required or method of data analysis. These are: • i. Qualitative - non computational • ii. Quantitative - Computational • iii. Triangulation of multiple perspectives.

19. IDENTIFYING RESEARCH PROBLEM • WHERE DO YOU GET RESEARCH PROBLEM FROM: • Seminar reports • Literature review • Textbooks • Journal • internet

20. dissertations • Suggestion for further studies • Existing Theory • Replication of studies

21. CHOOSING A RESEARCH TOPIC • A research topic is taken from research problem • What are the factors that can influence choice of research topic: • The researcher’s discipline • Duration • Fund availability • Desire for in-depth knowledge

22. Availability of resources • Income derivable WORDINGS OF RESEARCH TOPIC A research topic should be: • Appropriate • Descriptive • Simple and unambiguous • It must be short and straight forward • It must be large enough to cover the subject matter • Word limit per title 14-20

23. Ensure that each word is needed • Avoid work wasters e.g. studies on • Investigation on • Analysis of etc.

24. CHARACTERISTICS OF A GOOD RESEARCH TOPIC • It must be researchable i.e. problem that can be investigated through collection of data • It must have 2 or more interacting variables • It must be an area of interest

25. WHAT IS A VARIABLE? • Any quality or quantity in which the researcher is interested and which varies in the course of the research e.g interest, skill, knowledge etc. TYPES OF VARIABLES The most frequent variable encounter in research are: • Independent • dependent.

26. TYPES OF VARIABLE • Independent variable – is also called manipulative or treatment variable. • it determine the nature or the occurrence of another variable • It is the variable that is manipulated by the researcher • It presume to cause, influence or affect the outcome.

27. Dependent Variable: is also called outcome variable • It is a variable that the independent variable is presumed to affect. • It is a variable that changes, appear or disappear as researcher changes, remove or introduces the independent variable.

28. Extraneous Variable • is a secondary independent variable, that is, other independent variables or factor that may affect the outcome of a research if not controlled. Eg. Moderator variable. • Intervening Variable:cannot be manipulated or studied directly because their effect cannot be measured or manipulated.

29. EXAMPLES • Academic Procastination, Overconfidence and Parental Unrealistic Expectations as correlates of Academic Rebelliousness • Relationship between gender and academic achievement of education students

30. INTRODUCTION - Background to the Study • This part provides reader with background information for the research • It establishes the issue or concern leading to the research • It must create reader’s interest in the topic • It establishes the problem that lead to the study.

31. Suggested part of introduction • The research Problem • Studies that have addressed the problem • Deficiencies in the studies • The importance of the study • Statement of the problem • Objectives of the study • Research questions and • Research hypotheses

32. GUIDELINES FOR WRITING INTRODUCTION • The opening sentence must be able to stimulate the reader • As a general rule in quantitative research do not start with a quotation • Avoid using idiomatic expression e.g The lecture method remain a “Sacred Cow”

33. Consider numeric information • Clearly identify the research problem • Indicate why the problem is important citing references that justify the need to study the problem • Narrow the focus to specific questions to be answered or hypothesis to be tested.

34. RESEARCH OBJECTIVES • The research objectives are stated after the statement of the problem. • It helps to transform the research problem into a testable form, indicating clearly in specific terms what the researcher intends to achieve. • Languages use – to examine, to determine, to assess, to find, etc

35. RESEARCH QUESTIONS • Research questions are interrogative statements or question that the researcher seeks to answer. • Characteristics of a research question are: • It must be clearly stated i.e. it must not make different meaning to different people. • It should determine the type of data to be collected how and were to collect the data from • It should provide focus and direction to the major issues in the study.

36. Characteristics of a research question are contd. • The question should be large enough to cover all the major variables in the study. • EXAMPLE: • Effect of information utilization on the academic performance of university students.

37. Example of Research Question • How does information utilization affect the academic performance of the university students? • Will information utilization affect the academic performance of male and female university students? or • Will there be any significance difference in how information utilization affect the academic performance of male and female university students?

38. RESEARCH HYPOTHESES • Research hypothesis is a formal affirmative statement predicting a single research outcome. • i.e. it predict the likely relationship between independent variable and dependent variable. • Also suggest or guess answers to the research questions before the study is embarked upon

39. RH • Hypothesis can be formulated in 2 forms: Null and alternative. • Null hypothesis is stated in a negative form. Ho is use to represent null hypothesis. • It is a non-directional hypothesis. It is non-directional because it does not indicate a favourable or negative expectation of the findings.

40. Alternative hypothesis stated in positive form. • This is a directional hypothesis and H1 is use to represent alternative hypothesis. • It specifies the relationship between variables.