EDUC 502: EDUC 502: Introduction to Introduction to

ResearchResearchAugust 29, 2005August 29, 2005

Dr. GrothDr. GrothNote: This will be emailed to Note: This will be emailed to your SU account after class your SU account after class

tonighttonight

Four sources of Four sources of knowledgeknowledge

Personal ExperiencePersonal Experience TraditionTradition AuthorityAuthority ResearchResearch

Writing exercise: Write two sentences Writing exercise: Write two sentences for each of the four sources (8 sentences for each of the four sources (8 sentences total). For each source, list a time when total). For each source, list a time when the authority source was correct and the authority source was correct and one time it was not. one time it was not.

Characteristics of Research Characteristics of Research (Gall, Borg, & Gall, 1996)(Gall, Borg, & Gall, 1996)

The creation of concepts and procedures The creation of concepts and procedures that are shared and publicly accessiblethat are shared and publicly accessible

The replicability of findings.The replicability of findings. The refutability of knowledge claims.The refutability of knowledge claims. Control for errors and bias.Control for errors and bias. Limited generalizability of knowledge Limited generalizability of knowledge

claims.claims. A commitment to analyze and critique A commitment to analyze and critique

investigations.investigations.

Characteristics of Scientific Characteristics of Scientific Inquiry Inquiry

Objectivity: In observation, data Objectivity: In observation, data collection, and reporting of results, there collection, and reporting of results, there is only one reasonable meaning or is only one reasonable meaning or interpretation.interpretation.

Control of bias: Personal prejudices, Control of bias: Personal prejudices, beliefs, and attitudes must not influence beliefs, and attitudes must not influence the research.the research.

Willingness to alter beliefs: When Willingness to alter beliefs: When justified by the evidence, beliefs are justified by the evidence, beliefs are changedchanged

Characteristics of Scientific Characteristics of Scientific InquiryInquiry

Verification: The findings are verified by Verification: The findings are verified by others through replication.others through replication.

Induction: General conclusions are Induction: General conclusions are drawn through specific observations.drawn through specific observations.

Precision: Definitions of terms and Precision: Definitions of terms and instruments, such as tests, contain instruments, such as tests, contain sufficient detail to convey exact sufficient detail to convey exact meanings.meanings.

Truth: Conclusions are always tentative.Truth: Conclusions are always tentative.

Question for discussion and Question for discussion and debatedebate

Is education an art or a science? Is education an art or a science? Justify your position.Justify your position.

Theory in Educational Theory in Educational ResearchResearch

A researcher building on behaviorist A researcher building on behaviorist learning theory might be interested in learning theory might be interested in the research question of how to get the research question of how to get students to produce a number of students to produce a number of correct answers in a short time period.correct answers in a short time period.

A researcher building on constructivist A researcher building on constructivist learning theory might be interested in learning theory might be interested in tracing and describing the path of tracing and describing the path of students’ mathematical thinking. students’ mathematical thinking.

Types of Educational Types of Educational ResearchResearch

The dichotomy of qualitative and The dichotomy of qualitative and quantitative is often used to describe quantitative is often used to describe two different types of Educational two different types of Educational Research. Research.

Roughly speaking, qualitative research Roughly speaking, qualitative research is concerned with rich description of is concerned with rich description of phenomena, while quantitative is phenomena, while quantitative is concerned with measuring and concerned with measuring and quantifying behavior/achievement, etc. quantifying behavior/achievement, etc.

Types of Quantitative Types of Quantitative Research (Non-Research (Non-Experimental)Experimental) Non-experimental: an investigation Non-experimental: an investigation

describing current status of a describing current status of a variable or the relationships, other variable or the relationships, other than causal, among variables than causal, among variables

Descriptive: simple descriptive Descriptive: simple descriptive information about the frequency or information about the frequency or amount of something (e.g., describe amount of something (e.g., describe the current dropout rate in the current dropout rate in Louisiana) Louisiana)

Comparative: descriptions of the Comparative: descriptions of the differences between groups (e.g., differences between groups (e.g., describe the differences between describe the differences between male and female math achievement) male and female math achievement)

Types of Quantitative Types of Quantitative Research (Non-Research (Non-Experimental)Experimental)

Correlational: descriptions of the relationships Correlational: descriptions of the relationships between or among variables (e.g., describe the between or among variables (e.g., describe the relationship between student attitude and relationship between student attitude and student achievement) student achievement)

Causal-comparative: descriptions between Causal-comparative: descriptions between something that has already occurred and something that has already occurred and subsequent responses in such a way that it is subsequent responses in such a way that it is possible to draw causal relationships between possible to draw causal relationships between them (e.g., identify a groups of "comparable them (e.g., identify a groups of "comparable adults some of whom drink excessively, some adults some of whom drink excessively, some who drink moderately, and some who drink who drink moderately, and some who drink very little or not at all; compare the health of very little or not at all; compare the health of the three groups; discuss the effect that alcohol the three groups; discuss the effect that alcohol might have on the health of the subjects)might have on the health of the subjects)

Types of Quantitative Types of Quantitative Research (Experimental)Research (Experimental)

Experimental: an investigation characterized by Experimental: an investigation characterized by the direct manipulation or control of one variable the direct manipulation or control of one variable (i.e., the cause) so its effect can be seen on (i.e., the cause) so its effect can be seen on another variable (i.e., the effect). All other another variable (i.e., the effect). All other variables (i.e., extraneous variables) that might variables (i.e., extraneous variables) that might have an effect are controlled. have an effect are controlled.

True experimental: random assignment of True experimental: random assignment of subjects to groups (e.g., randomly assign subjects to groups (e.g., randomly assign students to one of two classrooms in which the students to one of two classrooms in which the same social studies unit is being taught; teach same social studies unit is being taught; teach the first class using a traditional lecture the first class using a traditional lecture approach, teach the second class using co-approach, teach the second class using co-operative learning groups; examine the operative learning groups; examine the differences between the two groups to see if the differences between the two groups to see if the type of instructional approach had an effect) type of instructional approach had an effect)

Types of Quantitative Types of Quantitative Research (Experimental)Research (Experimental)

Quasi-experimental: non-random assignment of Quasi-experimental: non-random assignment of subjects to groups (e.g., get access to two subjects to groups (e.g., get access to two classrooms in which the same social studies unit is classrooms in which the same social studies unit is being taught; teach the first class using a traditional being taught; teach the first class using a traditional lecture approach, teach the second class using co-lecture approach, teach the second class using co-operative learning groups; examine the differences operative learning groups; examine the differences between the two groups to see if the type of between the two groups to see if the type of instructional approach had an effect) instructional approach had an effect)

Single subject: one subject (e.g., identify a student Single subject: one subject (e.g., identify a student whose disruptive classroom behavior is beyond whose disruptive classroom behavior is beyond acceptable limits; establish a baseline of the number acceptable limits; establish a baseline of the number of times the student exhibits this behavior during a of times the student exhibits this behavior during a school day; impose a behavior modification program school day; impose a behavior modification program in which the student's appropriate behavior is in which the student's appropriate behavior is rewarded; document the change in the student's rewarded; document the change in the student's behavior; establish the probability that the changes behavior; establish the probability that the changes in the behavior were caused by the behavior in the behavior were caused by the behavior modification program) modification program)

Types of Qualitative Types of Qualitative ResearchResearch Case studies: in-depth study of a single program, Case studies: in-depth study of a single program,

event, activity, group, or other entity over a event, activity, group, or other entity over a sustained period of time (e.g.,studying the reactions sustained period of time (e.g.,studying the reactions of teachers and students to an internet-based class) of teachers and students to an internet-based class)

Phenomenology: studying a phenomena to fully Phenomenology: studying a phenomena to fully understand its essence (e.g., describe the essence understand its essence (e.g., describe the essence of the relationships between students and a school of the relationships between students and a school counselors) counselors)

Ethnography: studying an intact cultural group in a Ethnography: studying an intact cultural group in a natural setting during a prolonged period of time natural setting during a prolonged period of time (e.g., understanding the personal, social, and (e.g., understanding the personal, social, and political interactions of teachers in a specific political interactions of teachers in a specific school) school)

Grounded theory: studying a particular environment Grounded theory: studying a particular environment to generate or discover a theory that describes it to generate or discover a theory that describes it (e.g., understanding the meaning of "inclusion" (e.g., understanding the meaning of "inclusion" from the perspectives of the special needs student, from the perspectives of the special needs student, the regular student, and the teachers) the regular student, and the teachers)

Format of a Research Format of a Research ReportReport Introduction (Why should the reader Introduction (Why should the reader

be interested in reading this report?)be interested in reading this report?) Literature Review (What previous Literature Review (What previous

work relates to the study? What is the work relates to the study? What is the theoretical orientation?)theoretical orientation?)

Research Questions/HypothesesResearch Questions/Hypotheses Methdology (Participants, Procedures, Methdology (Participants, Procedures,

Instruments, Data Analysis & Instruments, Data Analysis & Collection)Collection)

Results/FindingsResults/Findings Discussion of the significance of the Discussion of the significance of the

Results/Findings.Results/Findings.

Homework ExercisesHomework Exercises

Educational Research: Educational Research: Fundamentals for the Consumer, p. Fundamentals for the Consumer, p. 25 (1, 4, 7, 10).25 (1, 4, 7, 10).