02 Types of Educational Research

MTE 3113 ACTION RESEARCH 1

(PRIMARY MATHEMATICS) METHODOLOGY

TOPIC 2TYPES OF

EDUCATIONAL RESEARCH(2 hours)

Types of educational research Various types of educational

research design

Types of educational research Basic research Applied research Action research Evaluation research

Basic research orPure research, or

Fundamental research

Basic research (theory testing) is intended to extent knowledge

Research with primary purpose of generating new knowledge in order to refine or expand existing theories (Moore, 1983)

Applied Research Applied research is intended to

solve a problem Research with primary purpose of

testing theoretical concepts in actual situations in order to develop generalizable applications (Moore, 1983)

Action Research Research with primary purpose of

solving a specific, intermediate, concrete problem in a local setting.

Action research is a process in which participants examine their own educational practice systematically and carefully, using the techniques of research. (Watts, 1985, p. 118)

Evaluation Research

Evaluation with the primary purpose of assessing of the effectiveness of a product, process, or program in terms of specific goals and objectives.

Evaluation research seeks to provide objective assessments of past, present, or proposed programs of action.

Evaluation Research

Research in which the researcher attempts to make judgments about the merit, value or worth of educational program, projects materials and techniques. (Borg and Gall, 1989)

Various Types of Educational Research Design

Experimental Quasi-

experimental Survey Correlation

Ethnography Case study Historical

QUANTITATIVERESEARCH

QUALITATIVERESEARCH


Experimental Quasi-




QUALITATIVERESEARCH

QUANTITATIVE RESEARCH 1. Experimental

Experimental research (ER) is used when the problem calls for the investigation of a cause-and-effect relationship between two or more variables

“Experiment provides the most rigorous test of causal hypotheses available to researcher” (Borg & Gall, 1989)


The experiment is a situation in which a researcher objectively observes phenomena which are made to occur in a strictly controlled situation where one or more variables are varied and the others are kept constant.

Research in which the researcher manipulate a variable in order to determine what happens as result of such manipulation. (Cook, 1965)

The researcher establishes different treatments and then study their effects. (Fraenken & Wallen, 1990)


The research in which (1) the experimenter has manipulative control over the independent variable, (2) the subjects are randomly assigned to level od independent variables or to different treatment (Moore, 1983)

The research in which at least one variable is deliberately manipulated in order to enable the researcher to determine the effect of that variation.(Wiersma, 1980)

Try something and systematically observe what happens.

Formal experiment consist of two basic conditions:

First, at least two (but often more) conditions or methods are compared to assess the effect (s) of particular conditions or “treatment” (the independent variable)….

1. Experimental Research(Essential characteristics)

Second, the independent variable is directly manipulated by the researcher.

Change is planned for and deliberately manipulated in order to study its effects on one or more outcomes (dependent variable)

Frankel & Wallen (1993, p242-244)


1. Experimental Research(Examples)

A researcher wants to examine the effect of computer aided instruction has on the Mathematics achievement of Form Four students



Experimental group

Control group

Receives a treatment(independent variable)

manipulate

Receives NO treatment

Outcome(dependent

variable)

Outcome(dependent

variable)

Cause Effectand



Experimental group

Single variable experiment

Receives a treatment(ONE independent variable) Outcome

(dependentvariable)Factorial experiment

Receives more than one treatment

(MORE THAN ONE independent variable)

Pre-experimental research designs or “weak” research designs

True experimental research designs Quasi-experimental research designs

Campbell & Stanley (1963)

Experimental ResearchDesigns

One shot case study (X O or X O)

One group pretest-posttest research design (O X O or O1 X O1)

Static group comparison

Pre-experimental(3 designs)

X O O

X1 OX2 O

or X O1 O2

X1 O2X2 O2-

True experimental research designs

The pretest-posttest control group research design

The Solomon four group research design

Posttest-only control group research design

R O X OR O O

M O X OM O O

R O X OR X O

R O OR O

R X OR O


Experimental Quasi-




QUALITATIVERESEARCH

Quasi-experimental

The research in which (1) the experimenter has manipulative control over the independent variable, (2) the subjects are NOT randomly assigned to level od independent variables or to different treatment (Moore, 1983)

How and When to use Quasi-experimental research

Used when you have control over the “when and the whom of measurement”, but lack control over the “when and to whom of exposure.”

Common in educational research.

Quasi-experimental (4 research designs)

The non-randomized pretest-post test control group research design

The time series one group only research design

O X OO O

O O O O X O O O O

Quasi-experimental (4 research designs)

The time series control group only research design

Equivalent Time sample research design

O O O O X O O O O

O O O O O O O O

[ X1 O1] [ X0 O2] [ X1 O3] [ X0 O4]


Experimental Quasi-




QUALITATIVERESEARCH

Survey Research (SR) The researcher uses survey research in order

to describe existing characteristics of a large group of person

The validity of SR is highly dependent upon two crucial factors – (1) quality of instrument and (2) sample is representative of the population

4 basic methods of collecting data – direct administration, mail surveys, telephone surveys, and personal interviews

Survey Research (SR) The data collection tools are used in

survey to obtain stadardized information from all subjects in the sample – requires (1) same instrument, (2) the conditions of administration be as similar as possible to each person in the sample

The instrument – reliable and valid Generalization of the findings is central

Correlation Research To find if the data has an observable

relationship that can be further specified in terms of magnitude and/or an increase or decrease.

Correlation indicates the strength and direction of a linear relationship between variables.


Experimental Quasi-




QUALITATIVERESEARCH

QUALITATIVE RESEARCH(ETHNOGRAPHIC)

Ethnography can be defined as an in-depth analytical description of and intact cultural scene.

Anthropologist used participant observation method to obtain insider viewpoints- continuous observation – video and audio

QUALITATIVE RESEARCH(ETHNOGRAPHIC)

For classroom interaction, educational researcher uses non-participant observation – make lengthy hand written notes

Qualitative researcher in education collect data over a much shorter period of time than is customary in anthropological field studies.

QUALITATIVE RESEARCH(ETHNOGRAPHIC – value system)

Phenomenology – adopt the insider viewpoint Holism – attempt to perceive big picture

rather than focusing on a few elements Nonjudgmental orientation – the emphasis is

on recording the total situation in qualitative terms with superimposeing one’s own value system.

Contextualization – all data must be considered in the context of the enviroment.


Experimental Quasi-




QUALITATIVERESEARCH

QUALITATIVE RESEARCH(Case Study)

Involves the researcher who makes a detailed examination of single subject or group or phenomenon.

Employs a variety of data collection method- in-depth observation

There is also a multiple case study

QUALITATIVE RESEARCH(Case Study – 5 types)

Historical case study of organization Observational case study Oral histories – interviewing a single

person Situational analysis- e.g. vandalism-

interview many parties Clinical case study – a child with

specific learning disabilities


Experimental Quasi-




QUALITATIVERESEARCH

QUALITATIVE RESEARCH(Historical)

The researcher systematically examines documents and other sources in order to achieve a better understanding of present institutions, practices and problems- to answer why?

Enable the researcher to learn the past dicoveries and mistakes; to identify need of education reform; predict future trends.

Not writing “a history”

QUALITATIVE RESEARCH(Historical-quality)

The quality of the data gathered- are words, witness, newspaper account – original correspondence, diaries - artifacts

The nature of interpretation made by the researcher

QUALITATIVE RESEARCH(Historical – validity of data)

External validity or external criticism– is it genuine?-techniques – using carbon dating, writing analysis, paper analysis, vocabulary

Internal validity or internal criticism– what do the words mean?

QUALITATIVE RESEARCH(Historical – time and space)

History is dimensional Time – chronology Space – help to explain relationship

Tutorial 2(1 Hour)

Constrast purposes, strength and weaknesses of each of the research design using a table

THANK YOU

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02 Types of Educational Research