3. 3
Research generates knowledge in order to:
action change
within a
system
pave the
way for
change
build
broader
understanding
Basic
or pure
research
Action research Critical /
radical
ethnography
Applied /
evaluative
research participatory/
emancipatory
technical/
practical
emancipate
through
action
expose and
change the
dominate
system
4. Types of Research
Criteria Types
On the basis of
Objectives
Fundamental
Research
Applied Research Action Research
On the Basis of
Nature of Data
Qualitative
Research
Quantitative research
On the basis of
Nature of Findings
Explanatory
Research
Exploratory
Research
Descriptive
Research
On the basis
Experimental
manipulations
Experimental
Research
Non-Experimental Research
On the basis of
approach involved
Longitudinal
Research
Cross Sectional Research
5. Basic vs. Applied Research
Basic / Fundamental Research – type of
research that may have limited direct application but
in which the researcher has careful control of the
conditions
Applied research – type of research that has
direct value to practitioners but in which the
researcher has limited control over the research
setting
6. Fundamental / Basic Research
Basic / Fundamental / Pure research
Salient Features:
Based on the belief ‘Knowledge for the knowledge’s sake’.
Collection and analysis of data to develop or enhance theory
Advancement of knowledge.
Take place in a sterile environment
Understanding of theoretical relationship between variables
Exploratory in nature
Without any pre-assumption of any utility.
Examples:
Piaget Theory of Cognitive Development
Experiment of Pavlov (Classical Conditioning theory)
Gardner’s multiple intelligences
7. Applied Research
Salient Features:
Solve specific, practical questions
Can be exploratory, but usually descriptive
Involves precise measurement of the characteristics and
describes relationships between variables of a studied
phenomenon
Collection and analysis of data to examine the usefulness of
theory in solving practical educational problems
Examples
Developing a seventh grade social studies curriculum around a
problem-solving approach to learning
Examining the effectiveness of a computer-based algebra program
developed around a mastery learning approach
Accommodating varied learning styles when teaching lessons in
modern literature
8. Relationship between Basic & Applied Research
The interaction of basic and applied research
Basic research provides the theory that produces the concepts
for solving educational problems
Applied research provides the data to help support, guide, and
revise the development theory
Doing basic research ensures that applied researchers do not
need to reinvent the wheel every time they start on a new
project, because the groundwork has been done.
9. Comparisons:
Basic Research
Domain- driven -
intended to lead
theoretical dvpt
Justified in terms of
gaining knowledge for its
sake – they focus on
making things better and
creating a more humane
society
The main motivation is
to expand man's
knowledge
Applied Research
Demand-driven –
intended to lead to soln
of specific problems
Designed to solve
practical problems of the
modern world
Can take the research
basic research further
based on the results,
where applicable
10. Comparisons…
Basic Research
Done for the intellectual
pleasure of learning
Mainly concerned with
generalizations and with
the formulation of a
theory
Applied Research
Done to test theories in
the field to achieve better
validity.
Aims at finding a
solution for an
immediate problem
facing a society
11. Comparisons…
Basic
Directed towards
finding information
that has broad base of
applications
No commercial value
attached to the
discoveries that result
from basic research.
Applied
The central aim is to
discover a solution for
some pressing practical
problem
There is commercial
value, e.g. research to
improve agricultural
crop production
12. Comparisons…
Basic
Analytic
Involves a search for
enduring or general
truths
Exploration
Applied
Synthetic
Entails a search for
pragmatics solutions to
particular problems
Entirely a pursuit of
social concerns
13. Definition of Action Research
John Best & Kahn: “Action research is focused on the
immediate application and not on the development of
theory. It has placed its emphasis on a real problem in
a local setting. Its finding are to be evaluated in terms
of local applicability, not in terms of universal
validity”
14. What is action research?
Action research is systematic inquiry done by
teachers (or other individuals in an educational
setting) to gather information about, and
subsequently improve, the ways their particular
educational setting operates, how they teach, and
how well their students learn (Mills, 2000).
15. Action Research
‘Action research is simply a form of self-
reflective enquiry undertaken by participants
in social situations in order to improve the
rationality and justice of their own practices,
their understanding of these practices, and
the situations in which the practices are
carried out’
(Carr and Kemmis 1986).
16. Reflective teaching is a process of developing lessons or assessing student
learning with thoughtful consideration of educational theory, existing research, and
practical experience, along with the analysis of the lesson’s effect on student
learning (Parsons & Brown, 2002).
17. Action Research
It is a process for studying practical problems of social
studies.
It is a scientific procedure for finding out a practical
solution of current problem.
The practitioner can only study his problem.
It is a personal research for clinical research work.
The focus is to improve and modify the current practices.
The individual and group problems studied by action
research.
It does not contribute to the fund of knowledge.
23. Action Research History
Kurt Lewin(1946) credit with development of
concept of action research
Evolved and influenced by Kemmis(1983), Ebbutt
(1985), Elliott (1991), Hopkins (1985) and others…
24.
25. Types of Action Research
Action Research
Participatory Practical
•Studying local practices
involving individual or team-
based inquiry
•Focusing on teacher
development and student
learning
•Implementing a plan of action
•Leading to the teacher-as-
researcher
•Studying social issues that
constrain individual lives
•Emphasizing equal
collaboration
•Focusing on “life-enhancing
changes”
•Resulting in the emancipated
researcher
26. Action research: Data collection techniques
Action Research
Data Collection Techniques
(The Three E’s)
Experiencing Enquiring
Examining
(By observing)
(By asking)
(By using records)
Participant Observation
(Active participant)
Passive Observer
Informal Interview
Structured formal
Interview
Questionnaires
Attitude Scales
Standardized Tests
Archival documents
Journals
Maps
Audio and
Videotapes
Artifacts
Fieldnotes
28. References
Best, J.W.(2013) Research Methods in Education, Prentice Hall
of India, New Delhi
Cohen,L., Manion, L., & Morrison, K. (2007) Research Methods
in Education, Routledge, London, 1st Ed.
Gay, L.R., (1992) Educational Research: Competencies for
Analysis and Application, Merill-Macmillan, New York, 4th
Ed.
McNiff, J. & Whitehead J., (2002) Actiona Research: Principle
& Practices, Routledge-Falmer, London, 1st Ed.
Norton, S.L., (2009) Action Research in Teaching and Learning:
A Practical Guide to Conducting Pedagogical Research in
Universities, Routledge, London,1st Ed.
Paneerselvam, R. (2012). Research Methodology, Prentice Hall
of India, New Delhi, 10th Ed.
