This document defines and discusses research methods in education. It begins by defining research as systematic, objective analysis and recording of observations that can lead to generalizations, principles, or theories. It then discusses different types of research including positivistic/empirical, symbolic/interpretive, and neo-Marxist revisionist traditions. The document outlines key aspects of research design, approaches, and mixed methods. It provides figures illustrating different research traditions and the process of research. Overall, the document provides an overview of research methods in education, outlining definitions, types, approaches, design considerations, and references.

1. RESEARCH METHODS IN
EDUCATION
Dr. James L. Paglinawan
Microsoft Philippines TechMentor
Graduate Studies Secretary/ Registrar
College of Education
Central Mindanao University
University Town, Musuan, Bukidnon
Sources of
Knowledge
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2. DEFINITIONS
OF
RESEARCH
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3. RESEARCH
 Systematic and objective analysis
and recording of controlled
observations that may lead to the
development of generalizations,
principles, or theories, resulting in
prediction and possibly ultimate
control of events.
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4. RESEARCH
 Systematic, controlled and
empirical inquiry about a
subject/topic through problem-
solving process using a method
application of the scientific
method to the study of a problem.
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5.  Purposive, systematic and scientific process of
gathering, analyzing, classifying, organizing,
presenting, and interpreting data for the
solution of a problem, for prediction, for
intervention, for the discovery of truth, or for
the expansion or verification of existing
knowledge, all for the preservation and
improvement of the quality of human life.
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6.  Systematic inquiry- inquiry that is
characterized bythe certain amount of
rigor and governed by sets of principles
and guidelines for procedures.
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7.  According to Collinds in
Newman (1997)
“Modern philosophy of science
does not destroy sociological
science; it does say that
science is impossible, but it
gives us a more flexible picture
of what science is.”
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8.  The approaches help link abstract
issues in philosophy to concrete
research techniques.
 They prescribe what good social
research in values, justify why
research is done, relate values to
research, and guide ethical
behavior.
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9. Figure 1. Relationship between the sets of assumption as
basis for the difference in the approaches/models
of social research
Ontological Assumptioms
Epistomological Assumptions
Methodological Implications
Techniques of Data Collection
Will give rise to
Which have
The choice for the
particular
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10. TYPES
OF
RESEARCH
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11. Figure 2. The Positivistic Analytic Research Tradition
Empirical Inquiry
Purpose:To promote
the authority of
scientific knowledge
Positivistic Analytic
ResearchTradition
Meta-
Analysis
Control
Treatment
Experiment
Correlation
Studies
Survey
Naturalistic
descriptive
Requirements
Empirical Objective
Value free
Scientific
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12. Figure 3. The Symbolic, Interpretative Research
Tradition
Interpretative
Inquiry
Symbolic,
Interpretative
ResearchTradition
Purpose:To
understand the
human experiences
(cognitive and
perceptions)
Folklore of
Education
Ethnomethodology
of Classroom
Ethnography
of schools
Anthropological
linguistic tools
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13. Figure 4. The Neo-Maxist Revisionist Research
Tradition
Critical Inquiry
Neo-Marxist
Revisionist ResearchTradition
EducationalPoliticalSocialHuman
Phenomena
Reject the idea of value free research,
focus on relevant historical-idealogical
elements and their influence
Purpose:To demystify education institutions and
practices. A marriage between theory and practice
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14. Figure 5. Comparison of Opposing Traditions for
Doing Social Research
SCIENTIFIC MODEL THE INTERPRETATIVE MODEL
POSITIVISM INTERPRETATIVISM
Natural Science Based Humanities Base Line
Objectivity Subjectivity
Causality Interpretation
quantification Language and Meaning
Falsification Development of GroundedTheory
Nomothetic Ideographic
Generalization Praticular Cases
ResearchTechniques includes:
Statistical Procedures, Experiment,
Socio Survey
ResearchTechniques includes:
Participant Observation,
Ethnography, Life History,
Instructional Interview
Tends to be MACRO and
QUANTITATIVE
Tends to be MICRO and QUALITATIVE
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15. Figure 6. A Positivistic Scientific Research Design
Identification of a topic
Review of Previous Literature on theTopic
Theories Formulated or Hypothesis to beTested
Research Design,Techniques Choosen
Data AnalysisData Collection
Do results support existing
theory or hypothesis?
GENERAL
Report FindingsLook for alternative explanations
Begin process again
PARTICULAR
NO YES
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16. Figure 7. An Interpretative, Ethnographic Model
Identification of a topic
Review of Previous Literature on theTopic
PARTICULAR
Research Design,Techniques Choosen
Data Collected via:
Observation
Participation
Interaction
Documentation
Simultaneous
Anaysis & Initial
Theory
Formulation
Do results support existing
theory or hypothesis?
Report Published
Research Paper
Complete Ethnography
GENERAL
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17. Trochim (2001) presents five terms that could
help describe some key aspects of contemporary
social research as follows:
1) Social research is theoritical;
2) Social research is empirical;
3) Social research is nomothetic;
4) Social research is probabilistic; and
5) Social research is interested in causal
relationships.
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18. Sources of Knowledge
SOURCES OF KNOWLEDGE
Experience
Deductive
Reasoning
Scientific
Method
Inductive
Reasoning
Authority
A person is considered
intelligent when he is able
to learn to from his and
other’s experiences
A thinking process where
one stars from the general
and proceeds to the
specific
Experts statements are a
matter of opinion and less
of fact
Make conclusions on the
basis of facts gathered
through direct observation
A process in which an investigator moves inductively from his
observations to hypotheses and deductively to their logical
implications
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19. Characteristics of Research
systematic
controlled
critical
reductive
Replicable and transmittable
cyclical
analytical
empirical
logical
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20. Characteristics of a Researcher
R
E
S
E
A
R
C
H
E
R
Research-oriented
Efficient
Scientific
Effective
Resourceful
Creative
Honest
Economical
Religious
Active
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21. Ethics of Research
Ethics
in
Research
Voluntary
Participation
Informed
Consent
No Risk of
harm
Privacy
Equality
of Service
No Deception
Knowledge of
Outcome
Ethics
in
Research
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22. General Types of Research
Historical Research
What was?
(Past)
Primary Sources Secondary Sources
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23. Primary Source
- are original documents or remains, an
eyewitness to the event, with no
interpretation coming between the original
event and the user of the material.
Secondary Source
- are reports of those who relate what
happened as gathered from primary sources.
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24. Research Questions
Feasible
Clear
Significant
Ethical
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25. Types of Research
Descriptive Research
• Questions are addressed when a study is designed to
describe what is going on or what exists.
Relational Questions
• When a study is designed to look at the relationships
between two or more variables.
Causal Questions
• When a study is designed to determine whether one or
more variables cause or effect one or more outcome
variables.
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26. Approaches to Research
Experimental Research
Single-Subject Research
Correlational Research
Causal-ComparativeResearch
Survey Research
Quantitative Research
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27. Qualitative Research
• Tells the story of the special event in the Life of
a single individualBiography
• Tries to discover an individual’s experiences
from the subject’sPhenomenology
• Forms a theory inductively from the data
collected as a part of the studyGroundedTheory
• A detailed study of one or (at most) a few
individuals or other social units, such as a
classroom, a school or a neighborhood
Case Studies
• Ethonographic research focuces on the study of
culture
• Historical research concentrates exclusively on
the past
Ethnographic and
Historical Research
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28. Mixed-Method Designs
• The researcher simultaneously collects both
quantitative and qualitative data, compares
results, and then uses those findings to see
whether they validate each other.
Triangulation
Design
• The researcher first collects and analyzes
quantitative data, and then obtains
qualitative data to follow up and refine the
quantitative findings.
Explanatory
Design
• The researcher first collects qualitative data
and then uses the findings to give direction
to quantitative data collection
• This data thneu used to validate or extend
the qualitative findings
Exploratory
Designs
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29. Figure 8. The Hourglass Structure of Research
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30. Figure 9. The New Research Paradigm
RESEARCH MATERIALS
Are systematically described
For
IMMEDIATE GOALS
-People
-Things
-Concepts
-Symbols
-Phenomena
-Events
-Situations
-New
information/relationships
-Expansion/correction
verification of existing
knowledge
To the
IMMEDIATE GOALS
For the
ULTIMATE GOALS
GOOD LIFE WITH
OTHERS
- new/ revised/ alternative
theory of knowledge
- new/ revised/ alternative
principle for art/ profession
SYSTEMATIC
EXAMINATION
RESEARCH
PROCESS
SUSTAINABLE
DEVELOPMENT
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31.  Progress as, we know it today, is
impossible without research.
 Research is responsible for new products,
new knowledge, new ways of undertaking
projects.
 Government agencies and private firms
spend huge sums of money on various
research programs in health, economics,
agriculture, etc.
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32.  All significant research contributes to
development that leads to progress in
the various fields of human endeavor.
 To sustain this progress, the challenge
to prepare quality proposals must be
addressed.
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33. References
 Cooper, D. R. And Emory, C.W. 1995. Business Research
Methods. London:The McGraw-Hill Companies.
 Hitchcock, g. And Hughes, d. 1989. Research and the Teacher.
London Rontlege, Chapman and Hall, Inc.
 Kubiszyn, A. And Borich, G. 2000. Educational Testing and
Measuring. NewYork: JohnWiley & Sons, Inc.
 Nathanielsz, R. A. 1999. CHED Priorities for CHED funding. A
paper delivered during the Seminar-Workshop on the
Preparation of Research, Development and Extension Agenda
at CMU on October 4-5, 1999.
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34.  Navarro, R. L. 1998. The National Higher Education Research
Agenda (1998-2007): Zonal Response. A paper presented at
the Annual conference of the Philippines Society for
Educational Research and Evaluation (PSERE) on May 15-16,
1998 at Centro Escolar University, Mendiola, Manila.
 Navarro, R. L. 2003. The Changing Research Scenario. A paper
delivered during the PAGE National convention at Bacolod
convention Center, Bacolod City on February 26-28, 2003.
 Prado, N. I.; Penaso, A.M; Cimene, F.T., Aves, L, & Simbulan, S.
G. 2011. Methods of Research. Instructional Development
Center, Central Mindanao University.
 Trochim, W.M. K. Research Methods Knowledge Base.
http://trochim.human.cornell.edu/kb/contents.htm.
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