The document discusses planning educational research. It defines planning research as balancing planned possibilities with coherent practice. Several phases and elements of planning research are outlined, including divergent and convergent phases, orienting decisions, research design/methodology, data analysis, and reporting results. The importance of clearly stating the research problem, aims, questions, methodology, instrumentation, sampling, analysis, and reporting are emphasized. A matrix approach to planning is suggested to address questions across these areas.

1. PLANNININGEDUCTIONAL RESEARCH
PRESENTED BY:
Mahjabeen Awan (475)
Aliza Ahmed (490)
Kanwal Javed (495)
PRESENTED TO: MAM Hina Malik

2. PLANNING IN
EDUCATIONL
RESEARCH

3. DEFINITION:
"The setting up of
the research is a
balancing act , for it
requires the
harmonizing of
planned possibilities
with workable ,
coherent practice.”
Planning
Educational
Research

4. INTRODUCTION:
 Research design is governed by the notion of
‘fitness for purpose.’
 The purpose of the research determines the
methodology and design of the research.
 The term of the research & the mechanism of
its operation must be ironed out in advance if it
is to be credible , legitimate & practicable.

5. Phases of planning research:
• Possible option facing
the researcher.
DIVERGENT
PHASE
• Shift or analyze through
these possibilities.
CONVERGENT
PHASE

6. FRAMEWORK FOR PLANNING
RESEARCH:
 Clearly , the set of issues that constitute a
framework for planning research will need to
be interpreted differently for different styles of
research.

7. SEQUENCE OF CONSIDERATION:
1.Preparatory
issues
2.Methodology
3. Sampling &
instrumentation4. Piloting
5. Timing &
sequencing

8. ELEMENTS OF RESEARCH:
1) A clear statement of problem.
2) Constraints on the research.
3) General aims & purpose.
4) Intended outcomes of the research.
5) How to operationalize research aims.
6) Generating research questions.
7) The foci of research.
8) Identifying & setting.

9. Continued:
9) Approaching the research design.
10) Focusing the research.
11) Research methodology.
12) Ethical issues & ownership of research.
13) Politics of the research.
14) Audiences of research.
15) Instrumentation.
16) Sampling.

10. Continued:
17) Piloting.
18) Time frames and sequence.
19) Resources required.
20) Validity.
21) Reliability.
22) Data analysis.
23) Verifying & validating data.
24) Reporting & writing up the research.

11. RESEARCH ARRANGMENTS:
The issues can be arranged into four
areas(Morrison 1993):
1.Orienting
Decisions
2.Research
design &
methodolog
y
3.Data
analysis
4.Presenting
& reporting
the results

12. ORIENTING DECISIONS:
 “Orienting decisions are those decisions which
set the boundaries or the constraints on the
research.”
 Decisions in this field are strategic.
 They set the general nature of the research.

13. Research Design & Methodology:
 “They are establish the
practicalities of the research,
amusing that, generally, it is
feasible.”
 Decisions in this field are tactical.
 It is feasible.

14. How To Operationalize
Research question:
 “Operationalization means specifying a
set of operations or behaviors that can
be measured , addressed or
manipulated.”
 The process moves from the general to
the particular, from the abstract to
concrete.

15. HYPOTHISIS :
“ An alternative way of operationalizing
research questions takes the form of
hypothesis raising and hypothesis testing.”

16. Features of hypothesis:
A ‘good’ hypothesis has several features:
i. A good hypothesis is written in a testable
form, in a way that makes it clear how the
researcher will design an experiment or
survey to test the hypothesis.
ii. A good hypothesis is written in a form that can
yield measurable results.

17. Hypothesis testing model:
There is also the need to consider the null
hypothesis and the alternative hypothesis in
research that is cast into a hypothesis testing
model.

18. HYPOTHESIS TESTING MODEL:
• No relationship between
two variables
Null
Hypothesis
• There is a correlation
between motivation and
performance
Alternative
Hypothesis

19. KINDS OF HYPOTHESIS:
The two kinds of hypothesis are usually
written thus:
Ho: the null hypothesis.
H1: the alternative hypothesis.

20. DISTINGUISH METHOD FROM
METHODOLOGIES:
In planning research it is important to clarify a
distinction that needs to be made between
methodology and methods, Approaches and
instruments, styles of research and ways of
collecting data.

22. METHODS:
For example:
 Interviews
biographies & case
studies
 Questionnaires
role-playing

 Observation
simulations
 Tests
personal constructs
 Accounts

23. METHODOLOGY :
For example:
 A survey
 An experiment
 An in-depth ethnography
 Action research
 case study research
 Testing & assessment

24. PRESENTED BY:
ALIZA AHMED
(490)

25. PLANNING EDUCATION RESEARCH;
CONTENTS:
i. Elements of research style
ii. Data analysis
iii. Presenting & reporting the results
iv. Planning matrix for research
v. Questionnaires

26. Elements of research style:
 Model:
 Survey
 Experiment
 Ethnography
Purpose:
Gathering large-scale data in order to
make generalizations Generating
statistically manipulate data
Comparing under controlled conditions
Objective measurement of treatment
Portrayal of events in subjects’ terms
Subjective and reporting of multiple
perspectives.

27. Model
 Action
research
 Case study
 Testing &
assessment
Purpose :
To plan, implement, review and
evaluate an intervention designed to
improve practice/solve local problem.
To portray, analyze and interpret the
uniqueness of real individuals and
situations through accessible
accounts.
To measure achievement and potential
To assess performance and abilities

28. DATA ANALYSIS:
 Researcher needs to consider how to analyze
data.
 It is important.
 It is based on instrumentation.

29. Planning of data analysis:
 What needs to be done
collected?
 How will they be processed and
analyzed?
 How will the results of the
analysis be verified, cross-
checked and validated?

30. Researcher need to design:
For example:
 A researcher will need to plan the layout and
structure of a questionnaire survey
 For computer reading and analysis;
 An inappropriate layout may obstruct data
entry and subsequent analysis by computer.

31. Researcher techniques for
planning:
 Coding and content analysis of field notes
 Cognitive mapping seeking patterning of
responses.
 Looking for causal pathways and connections
 Presenting cross-site analysis
 Case studies

32.  Personal constructs
 Narrative accounts
 Action research analysis
 Analytic induction
 Constant comparison and grounded theory
 Discourse analysis
 Biographies and life histories

33. Presenting & reporting the results;
 Decisions here will need to consider:
 how to write up and report the research
 when to write up and report the research.
 how to present the results in tabular
 how to present the results in non-verbal forms
to whom to report
 how frequently to report.

34. A planning matrix of research:
In planning a piece of research, the range of
questions to be addressed can be set into a
matrix.
The four main areas set out so far:
 orienting decisions
 research design and methodology
 data analysis
 presenting and reporting the results.

35. A planning matrix of research:
Questions + Sub Questions + Decisions

39. PRESENTED BY:
Kanwal Javed
(495)

40. Managing And Planning:
. It should not be assumed that research will
always go according to plan.
. To manage the complexity in planning
outlined above a simple four stage model can
be proposed.
 Identify the purposes.
 Identify and give Priority to the constraints
under which the research will take place
.

41. Managing And Planning
 . Plan the possibilities for the research.
 . Decide the research design.
 . We also use matrix approach for planning.
Example:- Of a small- scale piece of research.

42. A Matrix Approach
A matrix approach such as
this unable research
planers to see at the
glance their coverage of
the sample and of the
particular points in time
making clear and
promoting such
questions
.
QUESTIONS:
1.Why are certain
instrument used at
certain time and not at
other?
2. Why are certain
instrument used with
certain people and not
with other?

43. Matrix planning :
“Matrix planning is used
for exposing key
texture of the planning
of research matrices
might be constructed
to indicate other”
FOCUS
The level of
organizational culture
will be examine.
.Underlying values
and assumptions.
.Espoused value will
use.

44. Feature of Research
 The “timing” of the identification of the sample.
 The timing of the release of reports.
 .Timing of the release of the final report.
 .The timing of meetings of interested parties “a
worked example”.

45. Purposes
 To present an overall and
in-depth picture of the
organization culture and sub
culture.
 .To Provide an indication of
the strength of the
organizational
 .To make suggestions about
culture.
“Research Questions”
.What are the causes and
effect of the culture in the
school?
.How Can the culture be
improved in the school?
.What are the major and
minor element of the
organizational culture?

46. Planning Sequence for Research
Stage 1
Identify the purposes of the research.
Stage 2
Identify and give priority to the constraints under which the
research will take place
Stage 3
Plan the possibilities for the research .
Stage 4
Decide the research design

47. Methodology
Organizational culture is intangible
yet its impact on a school
operate is very tangible this
suggests that while will
quantitative measures may be
use they are likely only to yield
comparatively superficial
information about school culture.
To examine
the school
culture.
 It is
important to
combine
quantitative &
qualitative
methodology
for data
collection
 Used mixed
methodology.

48. Stages in the Research:
There are five stages in the research, as follows.
Stage 1: Development and operationalization:
This stage includes:
 .A review of literature and commercially
produced instruments
 . Clarification of the research questions
 . Clarification of methodology and sampling.

49. Stage 2: Instrumentation and the piloting of the
Instruments
This stage includes:
 .Questionnaire development and piloting
 .Semi-structured interview schedules and piloting
 .Gathering of observational data
 .Analysis of documentary data.
 Because of the limited number of senior staff, it will
not be possible to conduct pilot interviews with
them, as this will preclude them from the

50. Stage 3 Data collection:
 This will proceed in the following sequence.
First, administration of the questionnaire will be
followed by analysis of questionnaire data to
provide material for the interviews. Interviews
will be conducted concurrently.

51. Stage 4 Data analysis and interpretation:
 Numerical data will be analyzed using SPSS, which
will also enable the responses from subgroups of the
school to be separated for analysis. Qualitative data
will be analyzed using protocols of content analysis.
Stage 5 Reporting:
 A full report on the findings will include conclusions,
implications and recommendations.

52. Time frames:
The project will be completed in five months:
 . The first month for a review of the relevant literature
 . The second month to develop the instrumentation
and research design
 . The third month to gather the data
 . The fourth month to analyze the data
 . The fifth month to complete the report.

53. Conclusion:
The notion of ‘fitness for purpose’ reins in
planning research; the research plan must suit
the purposes of the research. If the reader is to
be worthwhile and effective.