This presentation gives an outline of research its nature, need and scope with special reference to Educational Research

1. INTRODUCTION TO
EDUCATIONAL RESEARCH
Research – meaning, objectives of Research-
Characteristics, Scope and Need for research,
Ethics in doing Research – Plagiarism and its
consequences – Research Proposal

2. MEANING OF RESEARCH
 search for knowledge
 an art of scientific investigation
 endless quest for knowledge
 unending search for truth
 a movement from the known to the unknown
 voyage of discovery
The Advanced Learner’s Dictionary of Current
English - “A careful investigation or inquiry
through search for new facts in any branch of
knowledge.”

3. DEFINITION OF RESEARCH
 Research is an honest, exhaustive, intelligent
searching of facts and their meanings or implications
with reference to a problem. – P
.M. Cook
 Research is a systematized effort to gain new
knowledge – Redman and Mory
 Research is the scientific investigation into and study
of material, sources etc. in order to establish facts and
the reach new conclusions – The new Oxford English
Dictionary

4. NATURE AND CHARACTERISTICS OF
RESEARCH
 Research is a systematic and critical investigation into a
phenomenon.
 It is not mere compilation of facts.
 It adopts scientific method.
 It is objective & Logical
 It is based on empirical evidence.
 Research is directed towards finding answers to
questions.
 It emphasis the generalization of theories and
principles.

5. OBJECTIVES OF RESEARCH
 To gain familiarity with a phenomenon or to
achieve new insights into it
 To portray accurately the characteristics of a
particular individual, situation or a group
 To determine the frequency with which something
occurs or with which it is associated with something
else
 To test a hypothesis of a causal relationship between
variables

6. CHARACTERISTICS OF RESEARCH
1. Empirical – Research is based on observations and experimentation
2. Systematic – Research follows an orderly and sequential procedure.
3. Controlled – Research controls all variables involved in the research
process
4. Employs hypothesis – Research uses hypotheses to ensure its
findings.
5. Analytical – Research utilizes proven analytical procedures in
gathering the data
6. Objective, Unbiased, & Logical – All findings of research are logically
based on empirical data.
7. Replicability – The research design and procedures are replicated to
arrive at valid and conclusive results.

7. SIGNIFICANCE OF RESEARCH
 to find out the truth which is hidden and which has not been discovered
as yet.
 to discover answers to questions through the application of scientific
procedures.
 help us identify the range and applications of them.
 fountain of knowledge and provides guide-lines for solving problems.
 Provides basis for many government policies.
 for higher gain and productivity and to improve the quality of products.
 Mathematical and logical research optimizes production and solves
problems to increase output.
 It leads to the identification and characterization of new materials, new
living things, new stars, etc.

8. EDUCATIONAL RESEARCH
 investigates the behaviour of students, teachers,
administrators, parents and other members of the
community who interact with educational institutions.
 careful, systematic investigation into any aspect of
education.
 application of the principles and methods of scientific
research for the solution of problems in the field of
education.
 main function of research in education is to find
improvement in teaching and learning.

9. DEFINITION ON EDUCATIONAL RESEARCH
 According to Mouly, ‘Educational Research is the
systematic application of scientific method for solving
educational problems’.
 According to Travers, ‘Educational Research is an
application of scientific method to the study of
educational problems’.
 According to Whitney, ― Educational Research aims at
finding out solution of educational problems by using
scientific philosophical method.

10. NATURE OF EDUCATIONAL RESEARCH
 It is highly purposive.
 It gathers knowledge of new data.
 A sound philosophy of education forms the basis of
educational research.
 It needs imagination and insight and scientific attitude of
mind.
 Any teacher with reasonable common sense and
intelligence can undertake educational research.
 It usually employs deductive reasoning.

11. NATURE OF EDUCATIONAL RESEARCH
 It requires an interdisciplinary approach. An educational
problem can require the characteristics of several
disciplines like philosophy, psychology, sociology
anthropology, history and political science.
 It generally needs inexpensive material.
 It is based on interdependence of cause and effect.
 Educational research cannot be a mechanical process.
 Better education, better schools and better results of
education are the chief purpose of educational research.

12. NEED AND IMPORTANCE OF
EDUCATIONAL RESEARCH
Lead man towards progress
Improve educational practices
Realize the meanings of specific concepts
Design and develop curriculum
Prevent wastage and stagnation
Enhance Teaching and Learning competence

13. NEED AND IMPORTANCE OF
EDUCATIONAL RESEARCH
 Individualizing Instruction
 Develop and Standardize Tests
 Improve and foster creativity among educators and
learners.
 Research is needed in special subjects particularly in
reading, handwriting, spelling, arithmetic etc.
 Educational research is needed to find out ways and
means to help special children.
 Research in education is needed to identify the gifted
and slow learners and to cater them.

14. SCOPE OF EDUCATIONAL RESEARCH
 Educational Psychology
 Philosophy of Education
 Sociology of Education
 Economics of Education
 Educational Administration
 Comparative Education
 Educational Evaluation
 Educational Technology
 Teacher Education and Teaching Behaviour
 Curriculum Construction and text books
 Guidance and Counseling

15. SCOPE OF EDUCATIONAL RESEARCH
 Educational Psychology
 Intelligence
 Aptitude
 Attitudes
 Interest
 Motivation
 Personality traits
 Needs and adjustments of pupils
 Creativity
 Education of the exceptional Children
 Achievement Motivation
 Learning difficulties in children
 Problem of socially handicapped or the
Juvenile delinquents
 Philosophy of Education
 Need for philosophy or education
 Special features of Indian philosophy
 Indian philosophy and Indian Education
 Regrouping of Indian Philosophic Thoughts
 The abiding elements in Indian philosophy
of education

16. SCOPE OF EDUCATIONAL RESEARCH
 Sociology of Education
 Impact of population explosion on education
 Problems of tribal cultures
 Social determinates of educability of children
 Organizational climate
 Leadership behaviour in educational institutions
 Role of education in family planning
 Education of weaker sections
 Economics of Education
 Construction of efficiency indicators for
school units
 Cost behaviour of educational institutions
 Cost benefit analysis with respect to
different levels of education
 Economic evaluation of various
educational programmes like agricultural
education, vocational education, worker’s
education, adult education and extension
education, undertaken by state and
central governments
 Educational Administration
 Job analysis of headmasters, principals, D.E.O’s
 Job satisfaction of teachers and non-teaching staff
 Job involvement of teachers
 Institutional planning
 Use of systems approach

17. SCOPE OF EDUCATIONAL RESEARCH
 Comparative Education
 Education and national development,
 Curriculum reorganizations,
 Educational control,
 The role of universities
 Social education
 Educational Evaluation
 Grade system of marking
 Semester system of examination
 Orientation of paper-setters/workshop for
preparing test items
 Development of question bank in each subject
 Supplementing essay type tests with objective
type tests
 Supplementing external examinations with
continuous internal assessment
 Using aptitude tests (entrance examinations) for
the admission of students to various
courses/programmes
 Educational Technology
 Preparation and validation of programmed
learning materials
 Development of ‘self learning packages’
 Preparation of multimedia presentations
through computer
 Use of systems approach in evaluating
educational technology

18. SCOPE OF EDUCATIONAL RESEARCH
 Teacher Education and Teaching Behaviour
 Developing classroom interaction analysis
systems and using them to study the teaching
behaviour of teachers
 Skills development through micro-teaching
 Teaching aptitude
 Personality profiles of different categories of
teachers
 Developing/evaluating different models of
teaching
 Efficiency of team-teaching
 Curriculum Construction and text books
 Critical appraisal of curricular structure and content
 Development of ‘Modules’ for learning, in different content areas
 Guidance and Counseling
 Development of tools and tests to
assess abilities and talents, diagnose
difficulties etc.
 Examination stress and its
management
 Mental health of school children
 Social maturity of higher secondary
school students

19. ETHICS IN DOING RESEARCH
 ethics ‘refers to moral principles of guiding conduct, which
are held by a group or even by a professional’.
 The Oxford Dictionary defines ethics as: ‘moral principles that
govern a person’s behaviour or the conducting of an activity.
 American Educational Research Association (AERA)
 sets forth the principles and ethical standards that underlie
education researchers’ professional responsibilities and conduct.

20. PRINCIPLES OF ETHICAL CONDUCT
 Principle A: Professional Competence
 Principle B: Integrity
 Principle C: Professional, Scientific, and Scholarly
 Principle D: Respect for People’s Rights, Dignity, and Diversity
 Principle E: Social Responsibility

21. ETHICAL STANDARDS
 Scientific, Scholarly and Professional Standards
 Fabrication, Falsification, and Plagiarism
 Avoiding Harm
 Nondiscrimination
 Confidentiality
 Informed Consent
 Authorship Credit
 Objectivity
 Public Communication
 Harassment

22. PLAGIARISM AND ITS CONSEQUENCES
Meaning of Plagiarism
 According to the Merriam-Webster Online Dictionary, to “plagiarize”
means
 to steal and pass off (the ideas or words of another) as one's own
 to use (another's production) without crediting the source
 to commit literary theft
 to present as new and original an idea or product derived from an
existing source.
 The Oxford English Dictionary defines plagiarism as “the action or
practice of plagiarizing; the wrongful appropriation or stealing, and
publication as one’s own, of the ideas, or the expression of the ideas
(literary, artistic, musical, mechanical, etc.) of another”.

23. CONSEQUENCES OF PLAGIARISM
 Destroyed Student Reputation
 Destroyed Professional Reputation
 Destroyed Academic Reputation
 Legal Repercussions
 Monetary Repercussions
 Plagiarized Research

24. AVOIDING PLAGIARISM
 To incorporate and use other’s ideas in one’s own work, one may
choose one of the following methods:
 1. Quoting: Quotation marks are used directly around the words and
source is cited. This is used when an important information (such as a
definition) is to be used.
 2. Paraphrasing: Paraphrasing is to state the source’s central idea in one’s
own words. It may include change in structure, voice or parts of speech in
the sentence.
 3. Summarizing: It includes the source’s identity and a summary of the
whole idea of the source. The information is passed on neutrally (as
source’s perspective) without one’s own biases.

25. RESEARCH PROPOSAL
 The research proposal is an important step in developing a research
project.
 It helps the researcher to further define the research question and
enables the researcher to demonstrate how he/she intend to go about
answering the research question.
 It is able to give an overview of the research project so that other
people understand the scope of the research, the significance of the
research, as well as your proposed methodology and chosen research
method.

26. NEED FOR RESEARCH PROPOSAL
 It is just like the blue print, which an architect prepares before the
construction of building starts.
 it helps the researcher to think about the research project and predict the
difficulties that might arise in carrying out the research project.
 can be a space to explore options and helps the researcher to easily
compare and evaluate the scope of different projects.
 effective starting places to discuss projects with the research guide or
research supervisors.
 help the researcher to remain on track throughout the research process.
 help the researcher to refocus in an effective manner.

27. TYPES OF RESEARCH PROPOSAL
 The most common proposal is of the type that is prepared by those
who wish to undertake research for their master’s or doctoral degree
in education.
 The second type of research proposal is one that is submitted by a
researcher to a private or government agency for financial assistance.
 Finally the third category is the research proposal that is submitted by
a university or a college teacher to some research organization such
as UGC, NCERT, ICSSR etc.,

28. PREPARATION OF RESEARCH PROPOSAL
 Introduction
 Title
 Statement of the problem:
 Review of related literature
 Hypothesis
 Significance of the study:
 Definition of Terms and Concepts:
 Delimitations of the study:
 Basic Assumptions
 Procedures for Collecting Data
 Sampling:
 Tools
 Procedures for Treating Data
 Bibliography
 Time Schedule
 Budget Schedule