Presentation will help you to understand the difference between in basic and applied research.

1. NAME:
Anum Iqbal
PROGRAM:
M.PHIL. EDUCATION
COURSE:
Educational Research Quantitative
Methods

2. APPLIED RESEARCH

3. OBJECTIVES
Understand educational research and it’s purpose.
Define applied research with examples.
Describe design of applied research.
Describe steps of applied research.
Differentiate basic vs applied research.

4. RESEARCH
• “Research is defined as a systematic and
objective attempt to study a problem for the
purpose of deriving general principles.”

5. EDUCATIONAL RESEARCH
• “Educational research is the systematic application
of scientific methods for solving educational
problem.”
(Mouly)

6. RESEARCH PURPOSE
• The research purpose is a statement of "why" the
study is being conducted, or the goal of the study.
• The goal of a study might be to identify or describe a
concept or to explain or predict a situation or solution
to a situation that indicates the type of study to be
conducted.
( Beckingham, 1974)

7. CLASSIFICATION BY PURPOSE
By purpose is the classification criterion, all research
studies fall into one of two categories:
1. Basic Research
2. Applied Research
Action Research
Evaluation Research
Development Research
Educational research competencies for analysis and applications
(L.Rgay, Geoffrey E. Mills, Peter Airasian)

8. APPLIED RESEARCH
• “Applied research is conducting for the purpose
of applying, or testing theory and evaluating its
usefulness in solving educational problems.”
( L.R.Gay)
Research methods in education (Pervaiz Iqbal)

9. APPLIED RESEARCH
 A descriptive research.
Improving a product or a process.
Testing theoretical concepts in actual problem situations.
Develop Generalizations about:
• Teaching-learning processes.
• Instructional materials.
• Behavior of child and ways to modify it.
Research in education (John w. best & James v. kahn)
Research Methodology (Yogesh Kumar Singh, Ruchika Nath)

10. APPLIED RESEARCH
Applying and testing a theory.
Determine usefulness of the theory by solving
practical problem.
Provide data to help, support, guide and revise the
development of the theory.
• “Will the theory of multiple intelligences help to
improve students learning.”
Educational research competencies for analysis and applications
(L.Rgay, Geoffrey E. Mills, Peter Airasian)

11. APPLIED RESEARCH
Validity of existing theory tested.
Solution of immediate problem.
Application of existing theory on a particular place.
Develop ideas in operational form.
Emphasis on new process.
Creating something new.
Research Methodology (Dr. Prasant Sarangi)

12. APPLIED RESEARCH
Problem oriented or trouble shooting type.
Helps to:
• Choice of policies, determination of priorities,
formulation and appraisal of projects.
• Spotlight the week points in the existing theories.
• Indicates the lines on which pure research should be
initiated.
• Indeed the art used by practitioners of science.
Research methodology (Prof. (Dr) A. Mustafa)

13. SCOPE OF APPLIED RESEARCH
 Examine the effectiveness and usefulness of particular
educational practices.
Determine the applicability of educational theory and
principles by testing hypotheses within specific settings.
Methods In Educational Research
From Theory To Practice
(Marguerite G. Lodico • Dean T. Spaulding • Katherine H. Voegtle)

14. CONTI….
• For example, Schmitt -R odermund and Vondracek (1998)
examined whether parenting behaviors predicted the amount of
adolescent identity exploration as described by Marcia.
• The results of their study have implications for how parents and
adolescents interact.
Methods In Educational Research
From Theory To Practice
(Marguerite G. Lodico • Dean T. Spaulding • Katherine H. Voegtle)

15. FEATURES
Filed approach:
• Conducted in the field under natural setting.
• Enables educators to solve their problems in the classroom teaching
learning situation.
Humans as subject:
• Uses humans as a subject rather than animals.
• Involves precise measurement of the characteristics and described
relationship between variables of a studied phenomenon.

16. CONTI……
Researchers are Educationists:
• The research in the field of education conducted by
educationists.
• Determine how the laws(established in basic research) operate
in the classroom.
Observations:
• Findings help to complete theoretical formulations of basic
research.
• Observations in the practical situation serve to test theories and
may lead to the formulation of new theories.
Research methods in education (Pervaiz Iqbal)

17. APPLIED RESEARCH DESIGN
• Descriptive (“picture” of a phenomenon as it naturally occur)
• Cross-sectional (To test conceptual model; if variables of interest
don’t offer possibility of treatment (e.g. gender, age)
• Longitudinal (To look for changes; if you expect the independent
variable to be changing enough over some period of time that you
will see a change in the dependent variable)
• Experimental (To test the effect of a treatment, either something
you control (“intervention study”) or something someone else
controls (“natural experiment”)
• Quasi-Experimental (causal relationship between two or more
variables)

18. STEPS IN APPLIED RESEARCH
• Step 1: Identify the Problem (Objectives, Question)
• Step 2: Review the Literature (Foundational knowledge about the
problem area.)
• Step 3: Clarify the Problem (Narrows the scope of the study)
• Step 4: Clearly Define Terms and Concepts (Words or phrases used
in the purpose statement)
• Step 5: Define the Population
• Step 6: Develop the Instrumentation Plan (Instrumentation)
• Step 7: Collect Data (Answer the research question)
• Step 8: Analyze the Data (According to the instrumentation)

19. USES OF APPLIED RESEARCH
 Vast scope in the field of technology, management,
commerce , economics & other social sciences.
 Examples of topics includes persuasion, eye
witness memory, clinical treatments of
physiological disorders, behavioral interventions for
children with autism, decision making etc.

20. EXAMPLES:
• Studying about the kinds of motivations that
will invigorate people so they can step up and take
part in different kinds of charities.
• Researching about different types of keyboard
designs or layouts and then finding out the one that
is best for both functionality and comfort.
• Finding out the best way to approach and treat
diseases like anxiety/depression/asthma… etc.

21. EXAMPLES
• Based on discoveries from an NSF-funded research
effort, an OU faculty researcher identifies an
application of the research results that can help
increase agriculture crop production yield.
• A group of faculty researchers have developed a set
of new data-mining and text-mining algorithms that
enables rapid entity detection for large sources of
streaming unstructured text.

22. EXAMPLE
• Conduct a survey of the elementary school teachers in
a school system.
• Determine their preferences and opinions about
several available reading programs.
• Survey would be conducted by a curriculum
committee or by the school system's administration,
who are concerned with the problem of selecting the
reading program or materials to be purchased.

23. CONTI…
• The results of the survey would provide
information necessary for decisions about the
purchase.
Research methods in education an introduction
(william wiersma)

24. DIFFERENCE BETWEEN
BASIC AND APPLIED RESEARCH

25. Basic research Applied research
Misconceptions
complex in its
methodology.
simple in its
methodology.
performed by abstract,
impractical thinkers.
carried out by
unsophisticated
practitioners.
Precise but of little
value in a real situation.
sloppy and haphazard
but of great practical
value.
Research methods in education an introduction
(william wiersma)

26. Traits Basic Research Applied Research
Aim Obtaining empirical data. Solve an immediate
problem.
Knowledge Expand the frontiers of
knowledge.
Actual problem and under
the conditions in which
they appear in practice.
Example Psychological investigation
of reinforcement.
Effect of new method of
teaching fractions.
Introduction to Research in Education
(Donald Ary,Lucy Cheser Jacobs and Chris Sorensen)

27. Traits Basic research Applied research
Motivation for
researcher:
Intellectual curiosity and
satisfaction in advancing
knowledge.
Commitment to
promote public
welfare.
Interest: Intellectual pleasure of
learning.
Test theories in the
field to achieve better
validity.
Goal: Generalized theoretical
understanding, tools,
techniques.
Cost-effective
reduction of social
problems.
Focus: Making things better and
creating a more human
society.
Practical work of the
modern world.
Nature: Analytical Synthetic

28. Traits Basic research Applied research
Research Arena: Laboratory Real world setting
Commercial value No commercial value
related to results.
Commercial value
related to results.
Use of
predetermined
norms:
The research starts
without any
predetermined norms,
hypothesis and
theories.
Predetermined
conditions, objectives,
hypothesis and
theories.
Problem selection: By individual
researcher .
By employer or
sponsor.

29. Traits Basic research Applied research
Dependence: Doesn’t depend on
applied research.
Depends on related
basic research for
principles,
fundamentals, theories,
etc.
Mode of
dissemination of
results:
Publication in learned
technical journals.
Communication with
lay decision makers.
Application of
results:
Not concerned with
applicability of results
of the research.
Acton-oriented and
concerned with
applicability of results
of the research.

30. CONCLUSION
• Basic research driven purely by curiosity and a
desire to expand our knowledge. This type of
research tends not to be directly applicable to the
real world in a direct way, but enhances our
understanding of the world around us.
• Applied research one type of research that is used to
answer a specific question that has direct
applications to the world. This is the type of research
that solves a problem.

31. EXERCISES
• The effect of RAN(Ribonucleic Acid) injection on the
transfer of skills from trained animals to untrained
animals.
• Outcomes of a remedial arithmetic program.
• Conditioning as a function of the interval between the
conditioned and original stimulus.
• Teaching geometry to cultivate reflective thinking: An
experimental study.
Introduction to Research in Education
(Donald Ary,Lucy Cheser Jacobs and Chris Sorensen)

32. CONTI……
• The effect of RAN(Ribonucleic Acid) injection on
the transfer of skills from trained animals to
untrained animals. (Basic Research)
• Outcomes of a remedial arithmetic program.
(Applied Research)
• Conditioning as a function of the interval between
the conditioned and original stimulus. (Basic
Research)
• Teaching geometry to cultivate reflective thinking:
An experimental study. (Applied Research)

33. BIBLIOGRAPHY
• http://www.humankinetics.com/excerpts/excerpts/steps-of-the-research-
process
• https://www.ukessays.com/essays/business/compare-and-contrast-
business-essay.php
• https://www.slideshare.net/kichuvava2/applied-research-36638399
• http://www.des.ucdavis.edu/faculty/handy/esp178/research_proposal_3.p
df
• https://us.sagepub.com/sites/default/files/upm-binaries/23770_Ch1.pdf
• https://www.slideshare.net/anupamasaini23/basic-vs-applied-research-
61715786
• https://www.youtube.com/watch?v=3vyheXBPSsg
• https://www.youtube.com/watch?v=9Ci5H2jHsxA