Research is a systematic inquiry process involving data collection, documentation, analysis, and interpretation to solve specific problems and increase understanding across various fields. It encompasses methods such as hypothesis formulation, data analysis, and interdisciplinary approaches while aiming for objectivity and verifiability in findings. Different methodologies, such as deductive and inductive methods, shape research inquiries and contribute to educational advancements and policy reforms.

1. PRESENTED BY
RASMANI KARMAKAR
RESEARCH SCHOLAR
KAZI NAZRUL UNIVERSITY, ASANSOL

2. Research is a process of systematic inquiry
that entails collection of data; documentation
of critical information; and analysis and
interpretation of that data/information, in
accordance with suitable methodologies set by
specific professional fields and academic
disciplines.

3.  Research is a process in which a person observes the
phenomena again and again from the different
dimension to collect the data and to interprete the data
on the basis of collected data and draws conclusion.
 Etymologically research means‘re’ + ‘research’, so it’s
a combination of two terms.
 Here‘re’ means again and again and ‘search’ means
find out some new knowledge

4.  John.W. Best: “Research is a systematic and objective
analysis and recording of controlled observations that may
lead to the development of generalizations, principle
theories and concept, resulting in prediction for seeing and
possibly ultimate control of events.”
 Mouley: “It is the process of arriving at dependable
solution to the problems through the planned and systematic
collection, analysis and interpretation of data.”
 Creswell: “Research is a process of steps to collect and
analyze information to increase our understanding of a topic
or issue”.

5.  Reseach is nothing but a progress from imagination to
realization (I -R )
 It is nothing but a systematic way in order to solve
various problem.
 Research is a scientific enquiry.
 It is an art of investing new and innovative aspects of
any branch of knowledge.
 It helps to gather new knowledge.
 It is based on logic .
 It is an endeavour to organize data in quantitative or
qualitative term.

6.  To evaluate the validity of hypothesis
 to assemble a body of substantive knowledge and
findings for sharing them in appropriate manners
 to generate questions for further inquiries.
 to explain various natural phenomena
 Understand co-relation among these
 Testing the causality of among these phenomena
 To produce a theory: a set of propositions
 Developing the educational knowledge foundation

7.  Objectivity: interpretation is only on the basis of
observation
 Controlling bias: personal beliefs and attitudes or
perspectives don’t influence the research
 Verifiable: others can verify results
 Inductive: from particular to general
 Precise: concepts should be defined with sufficient
detail to convey exact meaning
 Truthful: Conclusions are considered as provisional
explanations open to alteration

8.  Plays a vital role in the overall development of
pedagogy, learning programs, and policy formulation.
 A spectrum that bothers on multiple fields of
knowledge
 The findings of this research are multi-dimensional
 Systematic investigation that applies empirical methods
to solving challenges in education.
 Adopts rigorous and well-defined scientific processes
in order to gather and analyze data for problem-solving
and knowledge advancement

9.  Sets out to solve a specific problem.
 Relies on empirical evidence as scientific approach.
 Objective and accurate because it measures verifiable
information.
 The researcher adopts specific methodologies
 Findings are useful in the development of principles
and theories that provide better insights
 Interdisciplinary in nature because it draws from
different fields and studies complex factual relations.

10.  plays a crucial role in knowledge advancement across
different fields of study.
 provides answers to practical educational challenges
using scientific methods.
 Findings from educational research; especially applied
research, are instrumental in policy reformulation.
 Improves learning, knowledge, skills, and
understanding.
 Improves teaching and learning methods making it
more strategic and effective

11. 1. Review of literature
2. Define research problem
3. Review of the related literature
4. Formulate hypothesis or research question
5. Determine the methodology
6. Data collection and analysis
7. Create research report

12.  Personal experience: depends upon four sources of
knowledge-personal experience, tradition, authority, and
research.
 Scientific enquiry: personal experience challenged the
sanction of vested authority and represented an important
step in the direction of scientific inquiry.
 Era of logic and deductive method: This pragmatic
observation lacks the objective method. Observers
sometimes over generalize on the basis of incomplete
experience or evidence. Era of logic began when people
started to think systematically.
◦ Proponent: Aristotle
◦ Aim: syllogistic reasoning-major premise, minor premise and
conclusion

13.  Inductive method: False and incomplete premises and
semantic difficulties led to another invention.
◦ Proponent: Francis Bacon
◦ Aim: direct observation of phenomena that arrives at
conclusion or generalizations through the evidence of many
individual observations.
 Integrated deductive and inductive method:
◦ Proponent: Charles Darwin
◦ Aim: The major premise of the older deductive method was
gradually replaced by an assumption or hypothesis, that was
subsequently tested by the collection and logical analysis of
data.

14.  Key points:
1. The dynamics of social as well as cultural context
2. people’s own perspectives on life and the world i.e.
life spaces, life stories, accounts, experimental life,
dialectics
 Seminal questions-
1. What is valid knowledge
2. How can we know it?

15.  Key ponits:
equip the educational researchers to comprehend the
identity and existential issues which are important to
the understanding of human existence in larger
pedagogical space.
 Two most fundamental questions-
1. What constituents the educational reality
2. How can we capture this reality?

16.  Positivism:
a) any reality could be observed
b) can be perceived as scientific paradigm.
c) Prove or disprove hypothesis
 The Interpretivist paradigm:
a) constructivist paradigmas
b) emphasizes on the ability of an individual to construct meaning.
c) Subjective interpretations of human beings, never be conducted
objectively
 Critical Theory:
a) conducted not only to search knowledge but also to emancipate the
individual as well as groups in a given society.
b) Not onlu aims to understand behaviour but also suggest to change
c) Follow the necessary struggles for power

17.  Three assumptions:
1. there exists and external universe that human beings may know
2. Events in the universe are determined by a finite set of causes
3. Essential elements of events will recur.
 Characteristics:
1. Research theory as certain facts, projects relationships, makes
predictions, and illustrates statistically
2. It should use highly structured, formal, and specific designs e.g.
pretest, post test experimental control group design etc.
3. It includes subject representative of the groups from which they
are selected by using probabilistic sampling.
4. It uses numerical data, gathered from tests, surveys structured
observations or interviews at fixed time and analyze it statistically.
5. Researcher observes objectively.

18.  Three assumptions:
1. It assumes that no knowledge of things in themselves
2. Only of things as they are accessible to human consciousness
3. They can examine their own experience of reality and describe
them accurately.
 Characteristics:
1. Deals with some basic concepts like meaning, understanding,
social construction, context, and so on.
2. Determines grounded theory, develops understanding, explain
multiple realities, or encapsulated behaviour occurring naturally.
3. Flexible and unstructured designs are used here.
4. Narrative data gathered from observations, interviews or reviews
of documents or artifacts are used
5. Non-Probability samplings are mainly used here.
6. Researchers are categorized as participating observers, phenomena
should be observed in a naturalistic context.