The document provides an overview of research methods in education. It defines key terms like research, defines different types of educational research including basic research, applied research, and action research. It discusses the importance and purpose of educational research, as well as the various sources, characteristics, and steps involved in the scientific research process. The document also addresses topics like literature reviews, assumptions in research, and criteria for selecting research topics.

1. RESEARCH METHODOS IN
EDUCATION
UNIT-I
RESEARCH IN EDUCATION
Dr.N.SASIKUMAR
Assistant Professor
Department of Education
Alagappa University
Karaikudi-630003

2. What is research?
The word ‘research’ is derived from
the Latin word meaning “to know”
What do I want to know?
How do I want to gain knowledge?
Why do I want to know it?

3. “Research is a multiple solution for one problem”
Research:- To search new ways to satisfy our existing
problems.
Solution:- Solution in research can b multiple for a
single problem. So there is no correct and incorrect
concept in research.
Problem Solution
Activity
Systematically Unsystematically
Chances of
success is
maximum
Chances of
success is not
maximum

4. RESEARCH
 Research is defined as human activity
based on intellectual application in the
investigation of matter.
 The primary purpose for applied
research is discovering, interpreting
and the development of methods and
systems for the advancement of human
knowledge on a wide variety of
scientific matter of our world and the
universe.

5. RESEARCH MEANING
Research a systematic investigation
designed to develop or contribute to
generalizable knowledge about the
variable one is intrested.
Research is an art of scientific
investigation.
 Research means to a search for a
knowledge.
Research as a scientific & systematic
search for information on a specific
topic.

6. RESEARCH-DEFINITION
Marry and Redman: “Research is a careful & systematic
affort of gaining new knowledge”.
Webster: “Research is studious inquiry or examination –
critical and exhaustive investigation or experimentation
having for its aim the discovery of new facts and their
correct interpretation”.
Good. “Educational research is the study and investigation in
the field of education.”
Munroe. “The final purpose of educational research is to
ascertain principles and develop procedures for use in the
field of education.”
Mulay. “Any systematic study designed to promote the
development of education as a science can be considered
educational research.”

7. What is Educational Research?
 Educational research is a type of
systematic investigation that applies
empirical methods to solving challenges
in education.
 It adopts rigorous and well-defined
scientific processes in order to gather
and analyze data for problem-solving
and knowledge advancement.

8. PURPOSE OF EDUCATIONAL RESEARCH
 The primary purpose of educational
research is to expand the existing body
of knowledge by providing solutions to
different problems in pedagogy while
improving teaching and learning
practices.
 Educational researchers also seek
answers to questions bothering on
learner-motivation, development, and
classroom management.

9. SCOPE OF EDUCATIONAL RESEARCH

10. IMPORTANCE OF
EDUCATIONAL RESEARCH
 Educational research plays a crucial role in
knowledge advancement across different fields of
study.
 It provides answers to practical educational
challenges using scientific methods.
 Findings from educational research; especially
applied research, are instrumental in policy
reformulation.
 For the researcher and other parties involved in
this research approach, educational research
improves learning, knowledge, skills, and
understanding.
 Educational research improves teaching and
learning methods by empowering you with data to
help you teach and lead more strategically and

11. KINDS OF EDUCATIONAL
RESEARCH
BASIC RESEARCH
(pure research or fundamental research)
APPLIED RESEARCH
ACTION RESEARCH

12. BASIC RESEARCH
This is also called pure research or
fundamental research.
Its aim is to discover the basic truth and thus
to establish the principles.
Basic research is primarily concerned with
the formulation of a theory or a contribution
to the existing body of knowledge.
Its major aim is to obtain and use the
empirical data to formulate, expand or
evaluate thinking.

13. BASIC RESEARCH (Con…)
It represents a rigorous and structured type of
analysis.
It employs careful sampling procedures in
order to extend the findings beyond the group
or situation and thus develops theories by
discovering proved generalization or principles.
The results of this research are not directly
applicable in the field situations or it has little
concern for the application of the findings or
social usefulness of the findings.

14. APPLIED RESEARCH
 Applied research is directed towards the immediate,
specific and practical problems. It is performed in relation
to actual problem and under the conditions in which they
are found in practice.
 The goal of applied research in terms of adding scientific
knowledge acquires only a secondary position. It places
importance on a problem here and now.
 It has most of the characteristics of basic research but its
methodology is not as rigorous as that of basic research.
 Its findings are to be evaluated in terms of local
applicability and not in terms of universal validity.
 It is mainly intended to improve school practices and to
greater teacher effectiveness in practical manner. Most of
the problems faced by teachers policy planners, and
administrators are solved through applied researches.

15. ACTION RESEARCH
 In action research, emphasis is more on action or practical work than on
theory. Here questions of day to day life situations are taken up with the
view to improve the practical situations. Thus action research is similar to
applied research in many ways. Applied research involves a large number
of samples as compared to the action research.
 Action research is carried out by teachers, principals or head masters of
education institutions, administrators, supervisors.
 Action research is restricted to class room practices. All most every
teacher faces a number of problems in the class room situations which
need immediate solutions, For example: The problem may be : Poor
English spelling of the students, Poor Hand writing, The problem of
indiscipline and the problem of slow learner etc.
 “It is a type of research in the field of education, which is undertaken by
educational practitioners to under stand or solve the problems of the local
school and community”

17. CHARACTERISTICS OF EDUCATIONAL
RESEARCHES
1. Educational research involves a process which is formal, systematic and
exhaustive.
2. Educational research investigates theories and skills of education as
education is both science and art.
3. Educational research is scientific in the sense that it involves the testing
of hypotheses.
4. Educational research corrects previous errors and misconceptions and
brings new facts into light. It suggests improvements in different areas
related to education.
5. It open new channels for investigation. Knowledge constructs new
knowledge. Constructivism of knowledge is the goal of education
research.
6. It changes the personality of the researcher. The researcher develops a
scientific outlook. The researcher develops a researcher’s life style
having positive attitude towards things. Educational research is
systematic and objective in approach, free from superstitions having
critical and independent thinking.

18. KNOWLEDGE AND RESEARCH
 Science is about understanding the world,
but it's a process rather than a body of
knowledge.
 Scientific knowledge is what we learn from
the scientific process, which involves
experimenting and collecting data.
 Scientific research is the collecting of data
to investigate and explain a phenomenon.
 The main purpose of research is to inform
action, to prove a theory, and contribute to
developing knowledge in a field or study.
 A Tool for Building Knowledge and for
Facilitating Learning. Means to Understand
Various Issues and Increase Public
Awareness.

19. CHARACTERISTICS OF SOCIAL
SCIENCE RESEARCH
 Accuracy & Precision. Accuracy and precision are
also the basic requirements for a research. ...
 Verifiability. Another characteristic of research is the
researcher must verify the data. ...
 Evidence of Facts. ...
 Objectivity. ...
 Reliability & Validity. ...
 Qualification. ...
 Measurability. ...
 Recording and Reporting.
 The main purpose of social research is to discover
those laws which can be proper guidelines for studying
human contact and behavior.

20. The Scientific Method
The goal of the scientific method is to explain,
predict, and/or control phenomena
This involves the acquisition of knowledge and
the development and testing of theory
The use of the scientific method is more
efficient and reliable than any other source of
knowledge

21. STEPS IN THE SCIENTIFIC METHOD
Sense the problem
Define the problem
Collection of data
Analysis of data
Formulation of hypotheses
Alternative solutions
Implimentation
Stating conclusions
Generalisation

22. STATEMENT OF THE PROBLEM
 A statement of the problem is used in
research work as a claim that outlines the
problem addressed by a study.
 A good research problem should address
an existing gap in knowledge in the field
and lead to further research.
 The ultimate goal of a statement of the
problem is to transform a generalized
problem (something that bothers you; a
perceived lack) into a targeted, well-defined
problem; one that can be resolved through
focused research and careful decision-
making.

23.  Writing a statement of the problem
should help you clearly identify the
purpose of the research project you will
propose. Often, the statement of the
problem will also serve as the basis for
the introductory section of your final
proposal, directing your reader’s
attention quickly to the issues that your
proposed project will address and
providing the reader with a concise
statement of the proposed project itself.

24. CHARACTERISTICS: STATEMENT OF
THE PROBLEM
 It should address a gap in knowledge.
 It should be significant enough to
contribute to the existing body of
research
 It should lead to further research
 The problem should render itself to
investigation through collection of data
 It should be of interest to the researcher
and suit his/her skills, time, and
resources
 The approach towards solving the

25. Assumption of the Research study
 Assumptions are things that are
accepted as true, one of the more
common assumptions made in survey
research is the assumption of honesty
and truthful responses.

26. Sources of Research
 Personal experiences
 Literature sources
 Existing theories
 Previous research
 Academic experiences
 Brain storming
 Intuition
 Consultations
 Social issues
 Professional experience

27. Factors determining the research
problem
 Ethical issues
 Significance for nursing
 Personal motivation
 Qualifications of the researcher
 Feasibility of the study
 Support from administration
 Availability of subjects.

28. CRITERIA FOR SELECTION OF A RESEARCHABLE TOPIC
Novelty
Researcher’s Interest in the Problem
Practical Value of the Problem
Theoretical Value of the Problem
Availability of Data
Capability of the Researcher
Special Equipment
Sponsorship
Administrative Support
Cost of Research
Time Frame
Hazards

29. SOURCES OF RESEARCH
Primary & Secondary
 Primary resources contain first-hand
information, examples of primary resources
include scholarly research articles, books,
and diaries.
 Primary sources such as research articles
often do not explain terminology and
theoretical principles in detail.
 Thus, readers of primary scholarly
research should have foundational
knowledge of the subject area. Use primary
resources to obtain a first-hand account to
an actual event and identify original
research done in a field.

30.  Secondary sources describe, summarize,
or discuss information or details originally
presented in another source; meaning the
author, in most cases, did not participate in
the event.
 This type of source is written for a broad
audience and will include definitions of
discipline specific terms, history relating to
the topic, significant theories and
principles, and summaries of major
studies/events as related to the topic.
 Use secondary sources to obtain an
overview of a topic and/or identify primary
resources.

31. WEB RESOURCE
 A web resource, or simply resource, is any
identifiable thing, whether digital, physical,
or abstract. Resources are identified using
Uniform Resource Identifiers. In the
Semantic Web, web resources and their
semantic properties are described using the
Resource Description Framework.

32. What is literature review?
It is a survey of existing theories, empirical
research studies and reports. This is done to
understand the critical points of current
knowledge, findings and theoretical and
methodological contributions to a particular
area of research.
It provides an understanding about what has
been done in the past in a particular area of
research.
It gives strong theoretical foundation about
the selected research area.

33. Significance of literature survey
Research begins with literature survey, but there
is no end to it.
It is like infrastructure for systematic research.
With strong foot in literature, any researcher can
reply with any kind of criticisms/questions.
Literature survey itself can be a research output.
It provides every idea about a new research.
Without literature survey, invention is difficult.
It is a road map for research.
Without studying past, studying future is difficult.

34. What consists literature survey
 Many believe that literature survey means reviewing
only the journal articles, which is not correct. It
includes:
Original theories written by founders
Journals
Books
Committee and Commission reports
Government reports
Dissertations and theses
News papers
Archives materials
Website materials
Personal communications with leading scholars