This document discusses research methodology and defines educational research. It provides several definitions and characteristics of research, including that research is systematic, logical, empirical, replicable, and aims to discover truth through critical thinking. Educational research specifically aims to improve education and is interdisciplinary in nature. Research can be classified as basic research, which develops broad theories, applied research, which deals with practical problems, or action research, which is concerned with school-level issues.

1. RESEARCH METHODOLOGY.
MA English: Semester III
CODE: ENGL 4145
Session: 4 - 6

2. Area/s to discuss
• Connotations of Research.

3. Some of the Accepted Connotations
of Research.
• Research is simply a systematic and refined
technique of thinking employing specialized
tools, instruments, and procedures in order to
obtain a more adequate solution of a problem
than would be possible under ordinary means.

4. B
• Research ‘per se’ constitutes a method for the
discovery of truth, which is really a method of
critical thinking.
• It comprises defining and redefining problems;
formulating hypothesis or suggested solution;
collecting, organizing and evaluating data;
making deductions and reaching conclusions;
and at last, carefully testing the conclusions to
determine whether they fit the formulating
hypothesis.

5. C
• The systematic and scholarly application of the
scientific method, interpreted in its broader
sense, to the solution of educational problems;
conversely, any systematic study designed to
promote the development of education as a
science can be considered educational
research.

6. D & E
• Research is a point of view, an attitude of inquiry
or a frame of mind. It asks questions which have
not been asked, it seeks to answer them by
following a fairly definite procedure, is not a
mere theorizing, rather it is an attempt to elicit
facts and to face them once they have
assembled.
• Research is also called a human behavior.

7. F
• Educational research is normally considered as
scientific research. It means the whole efforts
carried out by public or private bodies in order to
improve educational methods and educational
activity in general whether involving scientific
research and a high level or lore modest
experiments concerning the school system and
educational methods.

8. G
• While discussing the nature and
significance of educational research some
scholars say, “Educational research is that
activity which is directed towards
development of a science of behaviour in
educational situations. The ultimate of
such a science is to provide knowledge
that will permit the educator to achieve his
goals by the most effective methods”.

9. H
• Some scholars considered research as a
process of developing process. According to
them “Research may be defined as a method of
studying problems whose solutions are to be
delivered partly or wholly from facts.

10. Contd…
• The facts dealt with in research may be
statements of opinions, historical facts,
those contained in records and reports,
the results of tests, answers to questions,
experimental data of any sort, and so
forth.

11. Contd…
• The final purpose of educational research is to
ascertain principles and develop procedures for
use in the field of education; therefore, it should
conclude by formulating principles or
procedures.

12. I
• Research is simply a systematic and
refined technique of thinking employing
specialized tools, instruments, and
procedures in order to obtain a more
adequate solution of a problem than would
be possible under ordinary means.

13. J
• Research ‘per se’ constitutes a method for the
discovery of truth, which is really a method of
critical thinking.
• It comprises defining and redefining problems;
formulating hypothesis or suggested solution;
collecting, organizing and evaluating data;
making deductions and reaching conclusions;
and at last, carefully testing the conclusions to
determine whether they fit the formulating
hypothesis.

14. k
• The systematic and scholarly application
of the scientific method, interpreted in its
broader sense, to the solution of
educational problems; conversely, any
systematic study designed to promote the
development of education as a science
can be considered educational research.

15. L & M
• Research is a point of view, an attitude of inquiry
or a frame of mind. It asks questions which have
not been asked, it seeks to answer them by
following a fairly definite procedure, is not a
mere theorizing, rather it is an attempt to elicit
facts and to face them once they have
assembled.
• Research is also called a human behavior.

16. N
• Educational research is normally considered as
scientific research.
• It means the whole efforts carried out by public
or private bodies in order to improve educational
methods and educational activity in general
whether involving scientific research and a high
level or lore modest experiments concerning the
school system and educational methods.

17. o
• While discussing the nature and significance of
educational research some scholars say,
“Educational research is that activity which is
directed towards development of a science of
behaviour in educational situations. The ultimate
of such a science is to provide knowledge that
will permit the educator to achieve his goals by
the most effective methods”.

18. RESEARCH METHODOLOGY.
MA English: Semester III
CODE: ENGL 4145
Session: 7 & 8

19. Area/s to be discussed.
• Characteristics of research.

20. Characteristics of Research
• According to B.W. Tuckman (1978) following are the
characteristics of research:
• Research is systematic. An older description of
research may be explained with the five
characterizations spelling out the word MOVIE.
• M ---- Stands for Mathematical Precision and
Accuracy.
• O ---- Stands for Objectivity.
• V ---- Stands for Verifiability.
• I ---- Stands for Impartiality.
• E ---- Stands for Expertness.

21. Remember:
• Research is logical.
• Research is empirical.
• Research is reductive.
• Research is replicable and transmittable.

22. Main Characteristics of Scientific
Research.
• Educational research shares some of the main
characteristics of scientific research, which may be
analysed as under:
• Research is purposive. It is concerned with
problems to be solved.
• Research is objective. Stress is always on testing.
• Research endeavours to organize data in
quantitative terms.
• Research is systematic and accurate investigation.

23. Contd…
• Research usually involves a hypothesis or a set
of hypotheses concerning the explanation of a
phenomenon or the solution of a problem.
• Research collects facts.
• Research places emphasis on the discovery of
scientific generalizations, which can be applied
to the solution of a wide range of problems.
• Research expresses results without being
influenced by any extraneous consideration.

24. Specific Characteristics of
Educational Research
• Educational research must be related to the
study of complex relationships of various facts.
• It requires an inter-disciplinary approach.

25. Contd…
• Educational research usually employs methods
of description, explanation.
• Interpretation, sympathetic of intuitive
understanding methods which are mainly
speculative and deductive in character and
which rarely furnish results that can be subjected
to measurement of mathematical procedures.

26. Contd…
• Educational research should come out of a
desire to do things better. It should help them to
narrow down the proverbial gap between theory
and practice in education.

27. Contd…
• Educational research is not an exact research in
physical science. No human being has ever
been found to be alike.
• No scientific investigations of human behaviour-
even those of so called – “identical twins” have
resulted in the findings of individuals completely
similar in structure or behaviour.
• This fact stands in the way of making research
an exact science.

28. Contd…
• Educational research should be concerned
directly with the problems of school.
• It can properly concern itself with such matters
as child development, class organization,
teacher- pupil relationships, interaction with the
community, curriculum matters, teaching
techniques, and many others.

29. Contd…
• Any teacher with common sense, intelligence
and insight can undertake educational research.
• In the beginning such workers may require some
guidance and training but this can be made
easily available to them at the hands of experts.

30. Classification
• Educational research is classified in Basic
research, Applied research and Action research.
• Basic research.
• This type of research is also regarded as
fundamental / pure research. It builds up broad
generalizations, principles and theories of
education.

31. Contd…
• It results in the discovery of useful concepts
such as those of motivation, reinforcement,
concept, formation etc. It is not concerned with
day-to-day problems.

32. Applied Research
• This type of research is also called functional
research. Education like Medicine is an applied
science.
• Walter R. Borg has stated (1987), “The primary
function of research in education as in medicine-
is to find improvement for education or medicine
both to be understood as fields of human
actions, not as fields of knowledge

33. Contd…
• Applied research does not aim at solving the
problems, which are faced by the teachers,
educational planners, administrators, curriculum
specialists etc. Applied research deals with
problems of practical value.
• Applied research is less rigorous than the basic
research.