1.
MEANING AND
INTRODUCTION OF
RESEARCH
By:
QAZI ABDUL GHAFOOR
M.Phil (Education)
Secondary School Teacher
By:
QAZI ABDUL GHAFOOR
M.Phil (Education)
Secondary School Teacher

2.
SOURCE OF
KNOWLEDGE
 REVEALD
 ACQUIRED

3.
I.REVEALED:
knowledge that ALLAH has disclose
to distinguish men. He inspired certain men
to write down truths, that he revealed to
them, so that these truths might be known
there after by all mankind. In ISLAM, divine
truth is revealed in HOLY QUR’AN. The
HADITH of the HOLY PROPHET (PBUH) is
considered as a basic source of revealed
knowledge.
TWO TYPES OF
KNOWLEDGE

4.
II. ACQUIRED:
 Personal experience
 Experts and authorities
 Logic/Rationalism
 Induction
 Deduction
 The scientific method
TWO TYPES OF
KNOWLEDGE

5.
Deduction and Induction
Deduction
Induction

6.
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

7.
What is
Research?
 The formal and systematic application of scientific
methods to the study of a problem. (L. R. Gay)
 research is considered to be the more formal,
systematic, intensive process of carrying on the
scientific method of analysis. It involve a more
systematic structure of investigation usually
resulting in some sort of formal record of
procedure and a report of results or conclusions.
(J. W. Best)

8.
CHARACTERISTICS
OF RESEARCH
CHARACTERISTICS
OF RESEARCH
MOVIE
1.Mathematical precision, accuracy to
high order.
2.Objectivity
3.Verifiability
4.Impartiality
5.Expertness
6.Research is a cyclic process

9.
NEED OF
RESEARCH
WHERE THERE IS A PROBLEM; THERE IS A
RESEARCH
WHERE THERE IS A PROBLEM; THERE IS A
RESEARCH
PROBLEM
According to Gay,
“A problem is a hypothesis or question of interest to
education which can be tested or answered through the
collection and analysis of data.”
PROBLEM
According to Gay,
“A problem is a hypothesis or question of interest to
education which can be tested or answered through the
collection and analysis of data.”

10.
SITUATIONS INVITING
RESEARCH
 Gaps in the existing knowledge
Contradictory research findings
Situations that has to be explained
Situations requiring improvements
Future needs and national policies
In brief, we can say that a problem arises when:
 An obstacle has to be surmounted
A question has to be answered
A situation has to be explained or improved
 Gaps in the existing knowledge
Contradictory research findings
Situations that has to be explained
Situations requiring improvements
Future needs and national policies
In brief, we can say that a problem arises when:
 An obstacle has to be surmounted
A question has to be answered
A situation has to be explained or improved

11.
Educational research
The formal and systematic
applications of the scientific
methods to study of the
educational problems. The major
different between educational
research and other scientific
research is the nature of the
phenomena studied.

12.
Classification of Research
 Research by Purpose
 Basic
 Applied
 Evaluation
 Research and development (R & D)
 Action research
1. Research by purpose
2. Research by method

13.
The Purposes of Research
 Basic research
 It is conducted for the purpose of theory
development and refinement.
THEORY
A set of properly argued ideas intended to explain
facts and events.
 Examples related to learning theory
Learning by trial and error
Learning by doing

14.
APPLIED RESEARCH
It is conducted for the purpose of applying and
testing theories and evaluating its usefulness in
solving different problems. Basic research is
concerned with establishing general principles of
learning; applied research is concerned with their
utility in educational settings.
EXAMPLE:
Basic research has been conducted with animals to
determine principles of reinforcement and their effect on
learning. Applied research has tested these principles to
determine their effectiveness in improving learning and
behavior.

15.
The purpose of evaluation research is to facilitate
decision making regarding the relative worth of two or
more alternative actions
EXAMPLE:
It answers the questions like,
1.Is this special program worth what its cost?
2.Is the new, experimental reading curriculum
better than the former curriculum.

16.
RESEARCH AND DEVELOPMENT (R&
D)
The major purpose of R & D efforts is not to formulate
or test theories but to develop effective products for
use in the educational institutions.
EXAMPLE:
 Infrastructure
 Teacher training material
 Learning material
 Media material
 Material resources
 Management system.

17.
ACTION
RESEARCH
The purpose of action research is to solve practical
problems through the application of scientific methods.
It is concern with a local problem and is conducted in a
local setting. It is not concerned with whether the
results are generalizable to any other setting and is not
characterized by the same kind of control evident in
other categories of research. Primary goal of action
research is the solution of a given problem, not
contribution to science.
The purpose of action research is to solve practical
problems through the application of scientific methods.
It is concern with a local problem and is conducted in a
local setting. It is not concerned with whether the
results are generalizable to any other setting and is not
characterized by the same kind of control evident in
other categories of research. Primary goal of action
research is the solution of a given problem, not
contribution to science.

18.
CLASSIFICATION OF
RESEARCH BY METHODS
1. QUANTATIVE RESEARCH
2. QUALITATIVE RESEARCH

19.
QUANTITATIVE RESEARCH
 Characteristics
 Numerical data
 Use of formally stated hypotheses and procedures
 Use of controls to minimize the effects of factors
that could interfere with the outcome of the
research
 Large numbers of participating subjects
 Use of pencil and paper tests, questionnaires, etc.

20.
QUANTITATIVE RESEARCH
 Sample size larger but covers single issue.
 Design (structured, predetermined)
 Deductive analysis
 Random sampling
 Statistical summary of results
 Quantitative data
 Objectivity
 Reliability
 validity

21.
QUANTITATIVE METHODS
 Descriptive research/Survey research
 Correlational research
 Causal-comparative research
 Experimental research

22.
QUALITATIVE RESEARCH
 Extensive narrative data
 Design (unstructured, flexible, open)
 Sample size smaller but covers multiple issues
 Inductive analysis
 Qualitative data (words, pictures)
 No complete objectivity and reliability
 Examples

Grounded theory

Biography

Case study

Content analysis

Historical research

23.
THE ETHICS OF
RESEARCH
ETHICS
A set of moral principles and values that
a researcher keeps in mind while
conducting research
ExampleExample
I. Protecting the rights of human participants.
protecting the participants from physical and
mental harms

24.
ethical treatment during research
protecting the right to refuse or
withdrawn
protecting the right to free consent
protecting the right to informed consent
THE ETHICS OF RESEARCH

25.
THE ETHICS OF
RESEARCH
II. Ensuring confidentiality of research
data:
a. maintain security of information e.g. confidentiality,
privacy and anonymity
b. Deception must be justified
III. Avoid from plagiarism