This document provides an overview of educational research. It discusses the goals of educational research which are explanation, description, prediction, and application. It also covers the characteristics of educational research such as being a formal, systematic process and investigating theories and skills in education. Additionally, the document outlines different sources of knowledge like personal experience, tradition, experts, logic, and the scientific method. Finally, it discusses the purposes of educational research including basic research, applied research, evaluation research, research and development, and action research.

1. INTRODUCTION TO
EDUCATIONAL
RESEARCH

2. Topics Included
01
02
03
04
OVERVIEW OF EDUCATIONAL
RESEARCH
SOURCE OF KNOWLEDGE
PURPOSE OF EDUCATIONAL
RESEARCH

3. Overview of
Educational Research

4. In much of society, research means to
investigate something you do not know
or understand.
-Neil Armstrong
“ “

5. Educational
Research
Research is the formal, systematic
application of the scientific method
to the study of problems;
educational research is the formal,
systematic application of the
scientific method to the study of
educational problems.

6. GOALS OF
EDUCATIONAL
RESEARCH

7. GOALS OF EDUCATIONAL RESEARCH
This is done when you want to
show how and why a phenomenon
operates as it does. If you are
interested in causality, you are
usually interested in explanation.

8. GOALS OF EDUCATIONAL RESEARCH
This is done when you want to
describe the characteristics of
something or some
phenomenon.

9. GOALS OF EDUCATIONAL RESEARCH
This is your objective when your
primary interest is in making accurate
predictions. Note that the advanced
sciences make much more accurate
predictions than the newer social and
behavioral sciences.

10. GOALS OF EDUCATIONAL RESEARCH
This objective is a little different. It
involves the application of
research results to impact the
world. A demonstration program is
an example of this.

11. CHARACTERISTICS OF EDUCATIONAL
RESEARCH
1. Educational research involves a process
which is formal, systematic and exhaustive.
The investigator has to proceed very
systematically to achieve his objectives. He
has to be very careful in making
manipulations, applying controls, making
analysis of data, testing hypotheses and
making generalization for the advancement
of knowledge in the field of education.

12. CHARACTERISTICS OF EDUCATIONAL
RESEARCH
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 error
s and misconceptions and brings new facts
into light. It suggests improvements in
different areas related to education.

13. CHARACTERISTICS OF EDUCATIONAL
RESEARCH
5. It open new channels for investigation. Knowled
ge 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.
He develops a researcher’s life style having
positive attitude towards things. He is
systematic and objective in approach, free from
superstitions having critical and independent
thinking.

14. SOURCE OF
KNOWLEDGE

15. FIVE WAYS OF “KNOWING”
 Personal experience
 Tradition
 Experts and authorities
 Logic
 Inductive
 Deductive
 The scientific method

16. FIVE WAYS OF “KNOWING”
 Relying on one’s knowledge
of prior experiences
 Limitations
 How one is affected by an
event depends on who one is
 One frequently needs to know
something that cannot by
learned through experience

17. FIVE WAYS OF “KNOWING”
 Doing things as they have always
been done
 Limitations
 Traditions are often based on an
idealized past
 Traditions can be distant from current
realities and the complexities
associated with them

18. FIVE WAYS OF “KNOWING”
 Relying on the expertise or
authority of others
 Limitations
 Experts can be wrong
 Experts can disagree among
themselves, as in a “second opinion

19. FIVE WAYS OF “KNOWING”
 Reasoning from the specific to
the general
 Limitations
 In order to be certain of a conclusion
one must observe all examples
 All examples can be observed only in
very limited situations where there
are few members of the group

20. FIVE WAYS OF “KNOWING”
 Reasoning from the general to
the specific
 Limitations
 You must begin with true
premises in order to arrive at true
conclusions
 Deductive reasoning only
organizes what is already known

21. FIVE WAYS OF “KNOWING”
 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

22. FIVE WAYS OF “KNOWING”
 Five steps in the scientific
method
 Recognition and definition of
the problem
 Formulation of hypotheses
 Collection of data
 Analysis of data
 Stating conclusions

23. FIVE WAYS OF “KNOWING”
 Limitations of the scientific method
 Inability to answer value-based
questions involving “should”
 Inability to capture the full richness
and complexities of the
participants
 Limitations of our measurement
instruments
 Ethical and legal responsibilities

24. PURPOSE OF
EDUCATIONAL RESEARCH

25. The Purposes of Educational Research
 Five categories
 Basic
 Applied
 Evaluation
 Research and development (R & D)
 Action

26. Basic
Research
 Collection and analysis of
data to develop or enhance
theory
 Examples related to learning
theory
 Piaget
 Constructivism
 Mastery learning
 Gardner’s multiple intelligences

27. Applied
Research
 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

28. 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

29. Evaluation
Research
 The collection and analysis of
data to make decisions related to
the merit or worth of a specific
program
 Merit relates to a program
accomplishing what it was
supposed to accomplish
 Worth relates to the value attached
to a program by those using it

30. Evaluation
Research
 Types of evaluation
 Formative evaluation is designed to
inform and improve a program
while it is being developed or
implemented
 Summative evaluation is designed
to make decisions regarding the
overall quality of the program being
evaluated

31. Evaluation
Research
 Examples
 The computerized algebra program
being used in Williams Middle
School has been installed properly,
is being used properly, and student
achievement is increasing as a
result of its use
 The computerized algebra program
being used in Williams Middle
School is perceived to be an
efficient and effective expenditure
of district funds

32. THE EDUCATIONAL RESEARCH
CONTINUUM

33. Research
And
Development
 The development of effective
products for use in schools
 Examples
 The development of the software to
create a computerized algebra
program that incorporates an
individualized mastery learning
approach to teaching basic
algebraic concepts
 The development of a Smart Board
to enhance a teacher’s use of
technology in the classroom

34. Action
Research
 The collection and analysis of data to
provide a solution to the practical,
valued problems of educators within
their own school or organization
 Examples
 How can our college move to a
performance based model for
undergraduate teacher preparation
programs?
 How can disciplinary policies be enforced
consistently in our school?

35. Thank you