Chapter 1 Educational Research The Basics

1. Chapter 1: Educational Research: The Basics

2. Paradigms of Research
• Education is an interdisciplinary subject and does not have any prevailing paradigm in the very multifaceted field
of educational research. Educational paradigms, therefore, can be divided into traditional paradigms and
relatively new paradigms.
• Research paradigms influence both the strategy and the manner the researchers construct and interpret the
meaning of the reality and constitute a crucial element in the research study. The quantitative methods rest on
numbers, while the qualitative camp uses words or narratives. In recent years, a third camp supports mixed
methodology as more pragmatic approach to research.
• Educational planners, policymakers and administrators always look for generalisations, rules and regulations that
they can apply in schools, colleges and universities having children from diverse socio-economic backgrounds;
therefore, more concerned with collectivity rather than in an individual child.

3. Knowledge and Education: The
Relationship
• The relationship between education and knowledge suggests for proper epistemological understanding of the
educational system and the philosophical foundations of the society. Knowledge alone cannot reflect the aim,
goals and aspirations of the society. Educators who are well grounded in the concept of knowledge are in a better
position to determine and deploy the proper methods of teaching knowledge at various levels.
• There are several important criteria for knowledge. Truth is a necessary condition for knowledge, while belief
could be regarded as a source of knowledge development. Another important criterion of knowledge is utility.
• The sources of knowledge (perception, reason, introspection, authority) provide guidelines to education decision-
makers and policymakers in the design of the curriculum that is a reflection of the type of society they envision in
their philosophy of education. While conducting educational research, a good knowledge of the sources is
important as it helps in understanding the structure and how best that knowledge could be taught.

4. Educational Research as Scientific
Enquiry
• Educational research is a careful in-depth analysis of a specific problem, concern or issue using both qualitative and quantitative scientific
methods. It is not simply theorising; It defines and redefines educational problems, formulates hypothesis or suggests solutions, collects,
organises and evaluates data, makes deductions and suggests conclusions and finally tests carefully the conclusions to determine whether
the conclusions fit the stated hypothesis.
• Educational research implies a systematic and scholarly application of the scientific method to the solution of educational problems.
Educational research is an activity, which is directed towards development of a science of behaviour in any educational institution. The
ultimate aim of such a science is to provide knowledge, which will permit the educator to achieve the stated goals by using the most
effective method. Therefore, education must keep pace with the rapid development in the world.
• In simple terms, educational research comprises those activities or processes which allow one systematically test and/or obtain a body of
information, data or knowledge about teaching/learning or conditions which affect teaching and learning.

5. Research Methods and Research
Methodologies
• Research method is a broad term that refers to those methods and techniques that are followed to conduct an
investigation. It is a procedure adopted for research, which includes sampling techniques, development of data
collection tools, administration of tools, organisation of data, procedure of data analysis and so on. There are several
methods researchers use to get information. The most frequently used methods are literature searches, talking with
people, focus groups, personal interviews, telephone surveys, mail surveys and Internet surveys.
• Research methodology is a larger canvas which subsumes method of research. It is defined as a highly intellectual
human activity used in the investigation of nature and the matter and deals especially with the manner in which data
are collected, analysed and interpreted.
• In addition to the two main concepts—research methods and research methodologies—there are other key concepts
often referred to in the process of research. They are research philosophy, research approach, research design and so
on.

6. Why Educational Research?
• In educational research, researchers must use extensively scientific methods to find out how quality of education
(teaching–learning process) can be improved, how endogenous and exogenous conditions responsible for knowledge
creation can be tested and verified and the conditions under which they might occur can be improved and made
conducive to learning.
• There are several reasons for which educational research is carried out. Some of the reasons are improved practice,
addition to knowledge, addressing gaps in knowledge, expansion of knowledge, replication of knowledge and adding
voices of individuals to knowledge.

7. Objectives of Educational Research
• Identify education stakeholders’ (student, parental, community and teacher) behaviour, opinions, attitudes, trends, patterns and
perception, and explain why something is happening about education and significant impediments and facilitators of student learning
achievements and outcomes.
• Identify a given education situation and predict what may happen in the future. Monitor many decisions made by policymakers and
managers of the education system to insure that goals are being attained.
• Identify the relevancy of education and its relation to society and economy (income and employment). Understand society and social
processes as well as to test and or create theories to potentially ‘improve’ social conditions.
• Describe the role and influence of both internal and external factors in shaping the education system. Explain which education offered is
quality education, relevant and accessible to all, and identify strategies to improve students’ participation and achievement in the education
system.
• Test hypothesis about some educational issues.

8. Functions of Educational Research
• Educational research can be classified into basic and applied research when it comes to the applications of research. Most
of the research that is conducted by university students is applied research, while researches conducted by scientists and
experienced researchers may be basic or applied research.
• Basic research (also known as pure or fundamental research) is mostly very comprehensive and is conducted to obtain a
deep insight into a field of study, a phenomenon or a theory. Therefore, the purpose of basic research is not to impact the
society at present but in the future.
• Applied research intends to link research with action in a form that generates applied knowledge. It attempts to solve
‘practical problems’ of the modern world rather than to acquire knowledge for knowledge’s sake. It is designed to ‘improve
the human condition’.

9. Functions of Educational Research
(Contd.)
• Applied research is also classified as problem-oriented and problem-solving research. Problem-oriented research in an
educational setting is done generally by the Ministry of Education (MOE) to sort out problems faced by the education
system. A given educational institution for the problem faced by it organises and undertakes problem-solving
research.
• Evaluation research is defined as a type of study that uses standard social research methods for evaluative purposes,
as a specific research methodology and as an assessment process that employs special techniques unique to the
evaluation of social programmes.

10. Educational Planning and Educational
Research
• According to UNESCO-IIEP (Postlethwaite 2005), there are primarily three types of educational research questions
directly related to educational planning. These questions are descriptive, correlational and causal.
• Descriptive Questions: In an educational setting, research on descriptive questions compares basically existing
conditions of schooling with respect to (a) legal standards and guidelines, (b) prevailing conditions in several other
school systems or (c) conditions operating in several sectors of a single school system.
• Correlational Questions: These type of questions assume an association between variables. If the variables are
associated with each other, then this is an evidence of causation.
• Causal Questions: Educational planners widely use causal questions. The important point that the planner has to bear in
mind here is to extract the relative significance (impact) of each possible input and process factors on achievement.

11. Characteristics of Research
• For a research design to be good, it should (a) minimise bias and (b) ensure utmost reliability of the data collected
and analysed. A good research design should be capable of generating and providing maximum information while
minimising the experimental error.
• Research, as far as possible, must be empirical, objective, logical, cyclical, analytical and controlled.
• For research design to be a good research design, it should be prepared methodologically and should ensure that:
 the measuring instrument can yield objective, reliable and valid data
 the population is clearly defined
 an appropriate sampling technique is used to draw a representative sample
 a scientific statistical analysis has been carried out
 the findings of the study are capable of generalisations.

12. Qualities of a Good Researcher
• The notable attributes of good researcher who tread the path towards discovery include both general qualities
and specific qualities.
• The general qualities include:
 a scientific mind and thirst for new information
 tenacious seeker of truth and knowledge of things around him or her
 alertness
 clarity in understanding and explaining
 trained and educated
 patient and educated
• The specific qualities include:
 knowledge of the technique of research
 personal taste in the study
 unbiased attitude
 familiarity about the informants

13. Ethical Practices in Research
• Ethics in research means a code of conduct or expected social norm of behaviour while conducting research. A
researcher is required to follow strictly ethical practices at each and every step of the research process.
• The observance and follow-up of ethics starts with the person/organisation instituting the research, who should
do so in good faith, pay attention to what the results and pursue organisational rather than self-interests.
• The researcher should demonstrate this respect by gaining prior permission to enter the site, by disturbing the
site as little as possible during his or her study, and by viewing himself or herself as a guest at the place of study.
• In short, ethical behaviour is not required for any single stage of the research process. It rather permeates
through all stages of the research process—data collection, data analysis, reporting and dissemination of
information—provided such an activity is undertaken. Treatment of the subjects and confidentiality of
information both are steered by research ethics.

14. Limitation of Educational Research
• Sometimes the results and findings of research studies are contradictory and contain vague findings. As such, only a
handful of research studies suggest a ‘declarative sentence’—which can be the basis of legislation or policy
formulation.
• Most studies in education are observational studies. And the problem with observational studies is that it is subject
to biases that sometimes make the results unreliable. If others cannot replicate results, the conclusions lose
credibility.
• The gold standard in education is experimental studies. However, experimental studies are costly and hard to
implement because not all parents or schools are willing to let their children participate.
• Another hurdle is that studies in the social sciences are viewed as less ‘scientific’ than studies in the physical
sciences. This may often lead to a conflict of opinions among different scholar over a given topic.