Classification of ER by Purpose

1. EDUCATIONAL RESEARCH
(837)
UNIT 3: CLASSIFICATION OF EDUCATIONAL
RESEARCH BY PURPOSE
Dr. Zaheer Ahmad
Course Coordinator

2. OBJECTIVES OF THE UNIT
 Explain the nature and concept of basic research
 Describe the characteristics of basic research
 Discuss the nature a scope of applied research
 Differentiate applied research from basic research
 Explain the nature, need and scope of action
research
 Specify different aspects of the process of action
research
 Identify the limitations of action research

3. CLASSIFICATION OF EDUCATIONAL
RESEARCH
Research by
Purpose
Research by
Method
Types of
Research:

4. TYPES OF RESEARCH BY PURPOSE
1. Basic Research
2. Applied Research
3. Action Research

5. BASIC RESEARCH
 Basic research is conducted to develop or refine
theory, not to solve immediate practical problems
(L. R. Gay, 2012).
 It is conducted for the purpose of theory
development and refinement.
 It is done by very competent researchers and it
takes quite a long time for its completion.

6. APPLIED RESEARCH
 Applied research is conducted to find solutions
to current practical problems (L. R. Gay, 2012).
 It is conducted of 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.

7. Stephen Corey defines the action research as
“it’s a process in which teachers try to identify the
problems being faced by students in classroom and
solve them in a scientific way for the betterment of
learners” (Corey, 1953).
Calhoun defines action research as “a systematic
process to know what is happening in the school and
take actions to make it better place to learn” (E.F,
1994)
Action Research

8.  For the improvement of teachers practice.
 For the betterment of learners to make them enable
to learn more by solving their problems.
 It helps the teachers to evaluate him/her and improve
his/her teaching techniques.
 It helps the teachers to acquire more knowledge,
skills and qualities for their professional development
to fulfill their responsibilities.
 Its try to make the school environment more
comfortable.
 A personal analysis and self-evaluation look for
his/her own improvement.
Purpose of Action Research

9.  Action research does not concern in building theories but focus
on the solution of problems.
 Immediate solution of problems within specific time.
 It is helpful for teachers to improve their teaching methodology
and to point out the deficiencies and to improve them.
 Gives the teachers a systematic way to identify the problems and
take actions to resolve.
 To make the classroom environment more conducive and
effective so that learns may learn more and more.
 It improves the work conditions and build cooperative attitude
among teachers.
Characteristics of Action Research

10.  It might be time consuming as actions take time.
 It is conducted in single context, results cannot be
generalized.
 Findings of action research are on typically in specific
classroom of school, students have their uniqueness.
 Result could be different in different classroom, different are
and languages.
 It is more localized, so its results may be utilized by others are
questionable.
 Teachers are already overburdened. They have heavy
scheme of studies, so could be difficult for teachers to focus
on.
Limitations of Action Research

11. REVIEW
 Differentiate between basic research and applied
research
 Discuss the need and importance action research
 Why is action research not the practice of our
teachers?