The document outlines research methods in education, emphasizing the systematic collection and analysis of data to answer questions and improve educational practices. It identifies various phases of research, including planning, empirical, analytical, dissemination, and utilization, as well as types of research such as basic, applied, and action research. The overall aim is to enhance knowledge, inform policy, and solve problems in educational settings.

1. Dr. Enriqueta D. Reston
School of Education
University of San Carlos
Cebu City
EDUC 298/SCED 323:
Research Methods in Education/Seminar in Dissertation Writing

2.  “The systematic
collection and/or study
of evidence in order to
answer a question, solve
a problem, or create
knowledge. -Vogt (2007)
 Research is a process of steps used to
collect and analyze information to
increase our understanding of a topic or
issue. At a general level, research
consists of three steps:
1. Pose a question.
2. Collect data to answer the question.
3. Present an answer to the question.
(Creswell, 2013).

3.  The systematic investigation
involving the analysis of
information (data) to answer a
question or contribute to our
knowledge about an
educational theory or
practice. (McMillan & Wergin,
2008
For us in education, research may be viewed as a systematic process of
developing new knowledge about teaching and learning, and administration
for the improvement of educational practice .

4. PURPOSES OF RESEARCH
 To add knowledge.
 To improve practice.
 To inform policy debates.
 To solve existing
problems by changing
course of actions in
school settings.
TYPES OF RESEARCH
ACCORDINGTO PURPOSE
 Basic research
 Applied research
 Action research

6. ① Planning Phase – encompasses the processes in
developing the research proposal as the plan
② Empirical Phase- implementation of the research
which includes gathering data through various means
③ Analytical Phase – refers to analysis of data to
produce meaningful information as findings in answer
to your research questions
④ Dissemination Phase- writing the research report, oral
presentations, publications
⑤ Utilization Phase –using the findings of research to
improve practice or inform policy

8.  Multi-disciplinary
Content specific, curriculum, pedagogy, include
some psychological, social and philosophical
dimensions of education
 Multi-level
▪Individual, group (classes, schools) , society
 Multi-variant
Many factors interfere in problem situations.

9. 1. Pose significant questions that can be investigated
empirically.
2. Link research to relevant theory.
3. Use methods that permit direct investigation of the
question.
4. Provide a coherent and explicit chain of reasoning.
5. Replicate and generalize across studies.
6. Disclose research to encourage professional scrutiny
and critique.

10.  Research is Authentic Inquiry
◦ At its core, research is inquiry, the attempt to answer
significant question
 Research Advance knowledge in the Field
◦ The bottom line for judging research is, does it advance the
current knowledge in the field in a significant way?The field of
education may include practitioners of all kinds (teacher
educators, teachers, curriculum developers, administrators).
Thus, quality research provides knowledge that is not currently
available and that is needed.

11. IdeationalWing
CONCEPTUAL
CONTEXT/
FRAMEWORK
METHODS
PURPOSE
VALIDITY
RESEARCH
QUESTIONS
Empirical Wing