- Basic research aims to expand knowledge without a direct commercial application. It seeks to develop and test theories through careful analysis.
- Applied research seeks practical solutions to problems through applying existing theories or data collection. It has a direct value to practitioners.
- Action research is conducted by educators to address practical problems in schools and classrooms. It follows a cycle of identifying problems, planning interventions, implementing actions, evaluating outcomes, and revising plans.
- Evaluation research assesses the effectiveness, quality, or value of programs, products, policies, or practices. It answers questions about what works and how well interventions achieve their goals.
The document discusses experimental and quasi-experimental research designs. It defines experimental design as procedures where the researcher determines whether an activity makes a difference in results for participants by giving one group an intervention and withholding it from another group. The document outlines characteristics of experimental designs such as random assignment, manipulation of treatment conditions, and outcome measures for comparing groups. It also discusses advantages and disadvantages of experimental and quasi-experimental designs.
This case study examines the use of Facebook to engage students in understanding Shakespearean drama. Specifically, it involves 20 students in a drama course who will use Facebook to discuss and make meaning from Shakespeare's plays. The study aims to see how an online social network can facilitate learning literary texts. It is limited to this small group but could provide insights for how teachers can integrate technology into teaching. The case study will collect data on students' Facebook discussions and interpret how this platform supports comprehending difficult aspects of Shakespearean works.
This document provides an overview of action research. It defines action research as a systematic inquiry conducted by educators to gather information about and improve their practices and student learning. The key characteristics of action research are that it has a practical focus on the researcher's own practices, involves collaboration, uses a dynamic process of continuous reflection and action, develops an action plan, and shares findings. The document also outlines the steps in conducting action research and compares it to conventional research. Finally, it provides an example of an action research topic and plan on using multimedia to teach possessive pronouns to Year 4 students.
This document outlines the methodology for conducting action research, including developing a research plan with qualitative and quantitative data collection methods, analyzing and interpreting the collected data by identifying categories and patterns, and developing an action plan to address the research question. It also discusses obtaining necessary permissions, maintaining confidentiality, and reflecting on and communicating the results.
This document provides information about survey research design. It defines a survey as seeking to describe trends in a large population by administering a questionnaire to a sample. Surveys can be cross-sectional, collecting data at one time, or longitudinal, collecting data over multiple time periods. The document discusses when to use surveys, types of surveys, characteristics of survey design including sampling, data collection methods, instrument design, and obtaining a high response rate. It also covers advantages of the survey method.
TSL3133 Topic 11 Qualitative Data AnalysisYee Bee Choo
This document provides guidance on qualitative data analysis methods. It outlines 5 steps: 1) transcribing data, 2) categorizing data, 3) coding data, 4) finding themes, and 5) summarizing data. For each step, it provides details on processes. For example, it describes transcription as converting audio to text and coding as reducing data into groupings to see relationships. The document also provides examples of coding interview responses and identifying codes and themes. Overall, it serves as a guide for how to analyze qualitative data collected from methods like interviews.
TSL3133 Topic 10 Data Collection ConsiderationsYee Bee Choo
This document discusses key considerations for data collection in action research projects, including sampling, personal bias, validity, reliability, triangulation, member checking, and ethics. It defines these terms and provides examples and guidelines for how to address each consideration to ensure high-quality data collection and analysis. Specifically, it emphasizes the importance of minimizing bias, establishing validity and reliability, using multiple data sources and analysis methods (triangulation), having participants review findings (member checking), and protecting participants' identities and well-being (ethics).
Qualitative research design in research in educationRashna Asif
This presentation all about the qualitative research design its approaches features characteristics analysis and also data collection tools in this presentation approaches are very deeply discussed.
The document discusses experimental and quasi-experimental research designs. It defines experimental design as procedures where the researcher determines whether an activity makes a difference in results for participants by giving one group an intervention and withholding it from another group. The document outlines characteristics of experimental designs such as random assignment, manipulation of treatment conditions, and outcome measures for comparing groups. It also discusses advantages and disadvantages of experimental and quasi-experimental designs.
This case study examines the use of Facebook to engage students in understanding Shakespearean drama. Specifically, it involves 20 students in a drama course who will use Facebook to discuss and make meaning from Shakespeare's plays. The study aims to see how an online social network can facilitate learning literary texts. It is limited to this small group but could provide insights for how teachers can integrate technology into teaching. The case study will collect data on students' Facebook discussions and interpret how this platform supports comprehending difficult aspects of Shakespearean works.
This document provides an overview of action research. It defines action research as a systematic inquiry conducted by educators to gather information about and improve their practices and student learning. The key characteristics of action research are that it has a practical focus on the researcher's own practices, involves collaboration, uses a dynamic process of continuous reflection and action, develops an action plan, and shares findings. The document also outlines the steps in conducting action research and compares it to conventional research. Finally, it provides an example of an action research topic and plan on using multimedia to teach possessive pronouns to Year 4 students.
This document outlines the methodology for conducting action research, including developing a research plan with qualitative and quantitative data collection methods, analyzing and interpreting the collected data by identifying categories and patterns, and developing an action plan to address the research question. It also discusses obtaining necessary permissions, maintaining confidentiality, and reflecting on and communicating the results.
This document provides information about survey research design. It defines a survey as seeking to describe trends in a large population by administering a questionnaire to a sample. Surveys can be cross-sectional, collecting data at one time, or longitudinal, collecting data over multiple time periods. The document discusses when to use surveys, types of surveys, characteristics of survey design including sampling, data collection methods, instrument design, and obtaining a high response rate. It also covers advantages of the survey method.
TSL3133 Topic 11 Qualitative Data AnalysisYee Bee Choo
This document provides guidance on qualitative data analysis methods. It outlines 5 steps: 1) transcribing data, 2) categorizing data, 3) coding data, 4) finding themes, and 5) summarizing data. For each step, it provides details on processes. For example, it describes transcription as converting audio to text and coding as reducing data into groupings to see relationships. The document also provides examples of coding interview responses and identifying codes and themes. Overall, it serves as a guide for how to analyze qualitative data collected from methods like interviews.
TSL3133 Topic 10 Data Collection ConsiderationsYee Bee Choo
This document discusses key considerations for data collection in action research projects, including sampling, personal bias, validity, reliability, triangulation, member checking, and ethics. It defines these terms and provides examples and guidelines for how to address each consideration to ensure high-quality data collection and analysis. Specifically, it emphasizes the importance of minimizing bias, establishing validity and reliability, using multiple data sources and analysis methods (triangulation), having participants review findings (member checking), and protecting participants' identities and well-being (ethics).
Qualitative research design in research in educationRashna Asif
This presentation all about the qualitative research design its approaches features characteristics analysis and also data collection tools in this presentation approaches are very deeply discussed.
An Introduction to Research Methods in EducationEl Sameeha
This document provides an overview of qualitative and quantitative research approaches and methods. It discusses the key differences between qualitative and quantitative research, including their scientific methods, research objectives, focus, nature of study, form of data collected, data analysis, and results. Specific qualitative methods like ethnography, case study, and historical research are described. Key quantitative methods such as experimental, quasi-experimental, survey, and correlational research are also outlined. Examples and purposes of each method are provided. The document concludes with a table comparing the main characteristics of qualitative and quantitative approaches.
Action research is characterized as research conducted by teachers to examine their own classrooms and improve the quality and effectiveness of their instruction. It is a cyclical process that involves identifying an area of focus based on problems or questions within a teacher's practice, collecting and analyzing data related to the issue, taking action such as implementing a new strategy, and reflecting on the results. The goal of action research is practical change and improved student outcomes rather than generalization to larger populations. It allows teachers to explore solutions to site-specific problems and test innovations in a collaborative manner.
This document discusses key aspects of qualitative case study research. It outlines that case studies allow for an in-depth exploration of a phenomenon within its real-life context. The document discusses different approaches to case studies by researchers like Yin, Stake and Creswell. It also addresses important considerations for case study research like purposefully defining the case, collecting multiple sources of data, ensuring validity and ethics, and producing engaging written reports for academic audiences.
Quantitative Methods of Research-Intro to research
Once a researcher has written the research question, the next step is to determine the appropriate research methodology necessary to study the question. The three main types of research design methods are qualitative, quantitative and mixed methods.
Quantitative research involves the systematic collection and analysis of data.
TSL3133 Topic 5 Action Research Concepts and ModelsYee Bee Choo
This document discusses various models of action research. It provides definitions and concepts of action research, highlighting that it aims to improve practices through a collaborative process of reflection and action in real-world situations. Five models of action research are described: Kurt Lewin's model from 1946 involving a recurring cycle of planning, action, observation and reflection; Dave Ebbutt's 1985 model using successive cycles of feedback; Stephen Kemmis and Robin McTaggart's 1988 model also showing a cyclical process with reflection leading to planning; Jean McNiff's 1988 model depicting an iterative spiral process; and John Elliott's 1991 model emphasizing that ideas cannot be fixed in advance.
TSL3133 Topic 12 Quantitative Data AnalysisYee Bee Choo
This document discusses descriptive statistics and how it can be used to summarize quantitative data from educational research. Descriptive statistics presents data using measures like percentages, frequencies, means, standard deviations, and graphs/charts. These summaries provide powerful overviews that allow comparisons across groups. Specific measures mentioned include the mode, median, mean, range, variance, and standard deviation. Examples are given of how descriptive statistics could be used to summarize student performance data through tables, line graphs, bar diagrams and pie charts. The document concludes with examples of surveys and tests where descriptive statistics measures could analyze and present the results.
This presentation provides an overview of key aspects of research methodology. It discusses what research is, different types of research, and outlines the typical research process. This includes defining the research problem, reviewing relevant concepts and previous studies, formulating hypotheses, designing the research study, collecting and analyzing data, and interpreting and reporting results. The presentation also covers specific topics like quantitative research, research methods and methodology, and how to structure sections in a quantitative research thesis such as introducing the research problem, theoretical background, purpose, and literature review.
Case study is a strategy for doing research which involves an empirical investigation of a particular contemporary phenomenon with its real life context using multiple sources of evidence.”
1. Qualitative data analysis involves coding texts to identify patterns, which turns qualitative data into quantitative codes. The purpose is to produce findings by analyzing data, interpreting patterns, and presenting conclusions.
2. Analyzing qualitative data is challenging due to the massive amounts of information collected. The process involves reducing the volume of data, identifying significant patterns, and developing a framework to communicate what the data reveals.
3. Rigorous analysis depends on gathering high-quality data, the credibility of the researcher, and a philosophical belief in qualitative inquiry. Common stages of analysis include familiarization, coding, identifying themes, re-coding, developing categories, exploring relationships, and reporting findings.
This document discusses case study research. It defines a case as a person, site, organization, or artifact that is the subject of analysis. Case study research investigates contemporary phenomena in their real-world context using multiple sources of evidence. Case studies can be used for theory building, theory testing, or problem solving. Proper design of case studies considers the number of cases, sampling approach, data sources, and timeframe.
This ppt is made for Ph.D. Scholars, M.Ed., M.A.Education and other PG students. The advance version of this ppt in MP4 is available at https://www.youtube.com/watch?v=O2qMwrmUbe0
The document provides an overview of quantitative research methodology. It discusses key concepts including population, sampling, samples, and qualitative scales. Specifically, it defines population as any complete group with at least one characteristic in common. It explains that sampling is used to select a subset of a population for a study. The document also outlines different types of measurement scales in quantitative research including nominal, ordinal, interval, and ratio scales.
TSLB3143 Topic 1e Ethnography ResearchYee Bee Choo
Ethnography is a qualitative research method that involves observing and describing a culture-sharing group. The researcher spends extensive time with the group in their natural setting to understand their shared behaviors, beliefs, languages, and other cultural elements. There are different types of ethnography, including realist ethnography which provides an objective account of the group, and critical ethnography which aims to advocate for marginalized groups and address inequities. Key aspects of ethnography include identifying a cultural theme, studying a culture-sharing group over time, and analyzing their shared patterns through fieldwork using techniques like interviews and document collection.
This document discusses causal-comparative and correlational research. Causal-comparative research attempts to identify cause-and-effect relationships by comparing two or more groups that differ on some independent variable. Correlational research explores associations between two or more quantitative variables within one group. Both lack manipulation but can provide guidance for experimental research. Key differences are that causal-comparative research involves categorical variables and group comparisons, while correlational research involves quantitative variables and association measures within one group.
Grounded Theory: A specific methodology developed by Glaser and Strauss (1967) for the purpose of building theory from data. In their book the term grounded theory is used in a more sense to denote theoretical constructs derived form qualitative analysis of data.
Qualitative research aims to understand people's experiences and interpretations of the world. It provides rich, detailed descriptions through methods like interviews, observations, and written responses. The researcher immerses themselves in the topic to understand perspectives without assumptions. Main types include case studies, grounded theory, phenomenology, and ethnography. Data collection involves interactions, written responses, and observations. Analysis begins during data collection to guide further inquiry. The process moves from specific to general understanding through a funnel or inductive approach. Validity is increased through triangulation of multiple data sources, types, and collection methods. Strengths include understanding context, but it is time consuming and results may not generalize. Mixed methods combine qualitative and quantitative approaches at different stages of
The document provides an overview of grounded theory, including its definition, history, uses, and evaluation. Grounded theory was developed in the 1960s by Glaser and Strauss as a qualitative research methodology to build theories inductively from data rather than testing existing hypotheses. The key steps involve collecting data through methods like interviews, coding the data to identify concepts and categories, and developing a theory grounded in the data to explain a process. The theory is evaluated based on its connection to the raw data and usefulness in explaining the phenomenon under study.
Triangulation is a method used in research to validate findings through cross-verification from multiple sources. It involves using multiple data sources, researchers, theoretical perspectives, or research methods. The main purpose of triangulation is to increase the credibility and validity of research results. There are four main types of triangulation: data triangulation, investigator triangulation, theory triangulation, and methodological triangulation. Triangulation helps provide a more comprehensive understanding of the phenomena under study but can be time consuming and expensive.
A comprehensive presentation based on a qualitative research methodology 'Grounded Theory, presented at Government College University Lahore, Pakistan.
TSL3133 Topic 2 Types of Educatioanal ResearchYee Bee Choo
This document discusses four main types of research:
1) Basic research seeks to expand knowledge and understanding through exploring scientific questions without a direct commercial application. It develops and tests theories.
2) Applied research aims to solve practical problems and test theories to evaluate their usefulness. It focuses on measurement and relationships between variables.
3) Action research is conducted by educators to gather data to address issues in their educational setting and improve teaching and learning. It uses a cyclical process of planning, action, observation and reflection.
4) Evaluation research assesses the effectiveness, quality or value of programs, products or policies by answering questions about their outcomes and costs versus benefits.
The document discusses various research methods and tools used in educational research. It defines key terms like basic research, applied research and action research. It also describes different data collection tools used in educational research like questionnaires, interviews, observation techniques and rating scales. It provides the characteristics, merits, demerits and examples of each tool to understand how and when they are used in educational research.
An Introduction to Research Methods in EducationEl Sameeha
This document provides an overview of qualitative and quantitative research approaches and methods. It discusses the key differences between qualitative and quantitative research, including their scientific methods, research objectives, focus, nature of study, form of data collected, data analysis, and results. Specific qualitative methods like ethnography, case study, and historical research are described. Key quantitative methods such as experimental, quasi-experimental, survey, and correlational research are also outlined. Examples and purposes of each method are provided. The document concludes with a table comparing the main characteristics of qualitative and quantitative approaches.
Action research is characterized as research conducted by teachers to examine their own classrooms and improve the quality and effectiveness of their instruction. It is a cyclical process that involves identifying an area of focus based on problems or questions within a teacher's practice, collecting and analyzing data related to the issue, taking action such as implementing a new strategy, and reflecting on the results. The goal of action research is practical change and improved student outcomes rather than generalization to larger populations. It allows teachers to explore solutions to site-specific problems and test innovations in a collaborative manner.
This document discusses key aspects of qualitative case study research. It outlines that case studies allow for an in-depth exploration of a phenomenon within its real-life context. The document discusses different approaches to case studies by researchers like Yin, Stake and Creswell. It also addresses important considerations for case study research like purposefully defining the case, collecting multiple sources of data, ensuring validity and ethics, and producing engaging written reports for academic audiences.
Quantitative Methods of Research-Intro to research
Once a researcher has written the research question, the next step is to determine the appropriate research methodology necessary to study the question. The three main types of research design methods are qualitative, quantitative and mixed methods.
Quantitative research involves the systematic collection and analysis of data.
TSL3133 Topic 5 Action Research Concepts and ModelsYee Bee Choo
This document discusses various models of action research. It provides definitions and concepts of action research, highlighting that it aims to improve practices through a collaborative process of reflection and action in real-world situations. Five models of action research are described: Kurt Lewin's model from 1946 involving a recurring cycle of planning, action, observation and reflection; Dave Ebbutt's 1985 model using successive cycles of feedback; Stephen Kemmis and Robin McTaggart's 1988 model also showing a cyclical process with reflection leading to planning; Jean McNiff's 1988 model depicting an iterative spiral process; and John Elliott's 1991 model emphasizing that ideas cannot be fixed in advance.
TSL3133 Topic 12 Quantitative Data AnalysisYee Bee Choo
This document discusses descriptive statistics and how it can be used to summarize quantitative data from educational research. Descriptive statistics presents data using measures like percentages, frequencies, means, standard deviations, and graphs/charts. These summaries provide powerful overviews that allow comparisons across groups. Specific measures mentioned include the mode, median, mean, range, variance, and standard deviation. Examples are given of how descriptive statistics could be used to summarize student performance data through tables, line graphs, bar diagrams and pie charts. The document concludes with examples of surveys and tests where descriptive statistics measures could analyze and present the results.
This presentation provides an overview of key aspects of research methodology. It discusses what research is, different types of research, and outlines the typical research process. This includes defining the research problem, reviewing relevant concepts and previous studies, formulating hypotheses, designing the research study, collecting and analyzing data, and interpreting and reporting results. The presentation also covers specific topics like quantitative research, research methods and methodology, and how to structure sections in a quantitative research thesis such as introducing the research problem, theoretical background, purpose, and literature review.
Case study is a strategy for doing research which involves an empirical investigation of a particular contemporary phenomenon with its real life context using multiple sources of evidence.”
1. Qualitative data analysis involves coding texts to identify patterns, which turns qualitative data into quantitative codes. The purpose is to produce findings by analyzing data, interpreting patterns, and presenting conclusions.
2. Analyzing qualitative data is challenging due to the massive amounts of information collected. The process involves reducing the volume of data, identifying significant patterns, and developing a framework to communicate what the data reveals.
3. Rigorous analysis depends on gathering high-quality data, the credibility of the researcher, and a philosophical belief in qualitative inquiry. Common stages of analysis include familiarization, coding, identifying themes, re-coding, developing categories, exploring relationships, and reporting findings.
This document discusses case study research. It defines a case as a person, site, organization, or artifact that is the subject of analysis. Case study research investigates contemporary phenomena in their real-world context using multiple sources of evidence. Case studies can be used for theory building, theory testing, or problem solving. Proper design of case studies considers the number of cases, sampling approach, data sources, and timeframe.
This ppt is made for Ph.D. Scholars, M.Ed., M.A.Education and other PG students. The advance version of this ppt in MP4 is available at https://www.youtube.com/watch?v=O2qMwrmUbe0
The document provides an overview of quantitative research methodology. It discusses key concepts including population, sampling, samples, and qualitative scales. Specifically, it defines population as any complete group with at least one characteristic in common. It explains that sampling is used to select a subset of a population for a study. The document also outlines different types of measurement scales in quantitative research including nominal, ordinal, interval, and ratio scales.
TSLB3143 Topic 1e Ethnography ResearchYee Bee Choo
Ethnography is a qualitative research method that involves observing and describing a culture-sharing group. The researcher spends extensive time with the group in their natural setting to understand their shared behaviors, beliefs, languages, and other cultural elements. There are different types of ethnography, including realist ethnography which provides an objective account of the group, and critical ethnography which aims to advocate for marginalized groups and address inequities. Key aspects of ethnography include identifying a cultural theme, studying a culture-sharing group over time, and analyzing their shared patterns through fieldwork using techniques like interviews and document collection.
This document discusses causal-comparative and correlational research. Causal-comparative research attempts to identify cause-and-effect relationships by comparing two or more groups that differ on some independent variable. Correlational research explores associations between two or more quantitative variables within one group. Both lack manipulation but can provide guidance for experimental research. Key differences are that causal-comparative research involves categorical variables and group comparisons, while correlational research involves quantitative variables and association measures within one group.
Grounded Theory: A specific methodology developed by Glaser and Strauss (1967) for the purpose of building theory from data. In their book the term grounded theory is used in a more sense to denote theoretical constructs derived form qualitative analysis of data.
Qualitative research aims to understand people's experiences and interpretations of the world. It provides rich, detailed descriptions through methods like interviews, observations, and written responses. The researcher immerses themselves in the topic to understand perspectives without assumptions. Main types include case studies, grounded theory, phenomenology, and ethnography. Data collection involves interactions, written responses, and observations. Analysis begins during data collection to guide further inquiry. The process moves from specific to general understanding through a funnel or inductive approach. Validity is increased through triangulation of multiple data sources, types, and collection methods. Strengths include understanding context, but it is time consuming and results may not generalize. Mixed methods combine qualitative and quantitative approaches at different stages of
The document provides an overview of grounded theory, including its definition, history, uses, and evaluation. Grounded theory was developed in the 1960s by Glaser and Strauss as a qualitative research methodology to build theories inductively from data rather than testing existing hypotheses. The key steps involve collecting data through methods like interviews, coding the data to identify concepts and categories, and developing a theory grounded in the data to explain a process. The theory is evaluated based on its connection to the raw data and usefulness in explaining the phenomenon under study.
Triangulation is a method used in research to validate findings through cross-verification from multiple sources. It involves using multiple data sources, researchers, theoretical perspectives, or research methods. The main purpose of triangulation is to increase the credibility and validity of research results. There are four main types of triangulation: data triangulation, investigator triangulation, theory triangulation, and methodological triangulation. Triangulation helps provide a more comprehensive understanding of the phenomena under study but can be time consuming and expensive.
A comprehensive presentation based on a qualitative research methodology 'Grounded Theory, presented at Government College University Lahore, Pakistan.
TSL3133 Topic 2 Types of Educatioanal ResearchYee Bee Choo
This document discusses four main types of research:
1) Basic research seeks to expand knowledge and understanding through exploring scientific questions without a direct commercial application. It develops and tests theories.
2) Applied research aims to solve practical problems and test theories to evaluate their usefulness. It focuses on measurement and relationships between variables.
3) Action research is conducted by educators to gather data to address issues in their educational setting and improve teaching and learning. It uses a cyclical process of planning, action, observation and reflection.
4) Evaluation research assesses the effectiveness, quality or value of programs, products or policies by answering questions about their outcomes and costs versus benefits.
The document discusses various research methods and tools used in educational research. It defines key terms like basic research, applied research and action research. It also describes different data collection tools used in educational research like questionnaires, interviews, observation techniques and rating scales. It provides the characteristics, merits, demerits and examples of each tool to understand how and when they are used in educational research.
This document discusses different types of research. It describes fundamental or basic research as investigating basic principles without necessarily having an immediate application. Applied research aims to solve practical problems using established theories. Quantitative research uses numerical data while qualitative research uses descriptive data. Mixed research combines quantitative and qualitative methods. Explanatory research examines relationships between variables while exploratory research explores new problems. Longitudinal research collects data over multiple time periods while cross-sectional research collects data once. Research is important for developing policies, improving industry, and finding solutions to problems in various fields.
Educational Research Quantitative Methods (basic and applied) Anum Butt
This document discusses applied research. It defines applied research as research conducted to apply or test theories and evaluate their usefulness in solving educational problems. The key objectives of applied research are to understand applied research and its purpose, define applied research with examples, and describe the design and steps of applied research. Applied research aims to solve immediate problems, test theories in practical situations, and provide data to support and revise theories. It is conducted in real-world settings and focuses on applying solutions to practical issues.
Action research is a form of applied research that aims to empower people through a process of constructing and using knowledge. It involves practitioners systematically examining their own practices to improve conditions. Participatory action research specifically seeks to empower vulnerable groups through generating knowledge and action. The process involves identifying issues, collecting and interpreting data, acting on evidence, and evaluating results in continuous cycles of self-reflection. Outcome research assesses the end results of healthcare to develop evidence-based practices and improve services.
Ms. Wong, a third grade teacher, wants to address a disruptive student's behavior through action research. She plans to use a single-subject A-B-A-B design to study the effects of time-out on the student's disruptions. First, she will establish a baseline by observing the student's behavior for several days. Then she will introduce time-out periods for a few days to see if it decreases disruptions. She will repeat the cycle, ideally finding that time-out reduces the problematic behavior so it is no longer needed. The main challenge will be observing the student during time-out while still teaching other students.
Action research is a process where participants systematically examine their own educational practices using research techniques. It seeks transformative change through simultaneous action and research linked by critical reflection. There are different types including individual teacher research, collaborative research between teachers, and school-wide research. The action research process involves selecting a focus, identifying research questions, collecting and analyzing data, and reporting results. Benefits include focusing on school issues, professional development, improved collaboration and communication, and potential for school change. Fundamental research is driven by curiosity to expand knowledge without immediate practical application, while action research aims to solve specific problems through reflection and action.
Research is a systematic process of investigation and study carried out to advance knowledge or solve problems. It involves collecting, analyzing, and interpreting data. Research can be classified based on its uses, methods, or purpose. According to its uses, research can be basic/pure research aimed at expanding knowledge, applied research focused on practical solutions, or action research conducted jointly by researchers and participants to address a specific problem. Research methods include qualitative research using interviews and observations to gain insights, and quantitative research collecting numerical data to test hypotheses. Research purposes involve exploratory research to generate initial ideas, descriptive research providing detailed descriptions, and explanatory research uncovering underlying causes.
Research methodology at students of university
OBJECTIVE
To explain the concept of Educational Research
To describe the scope of Educational Research
To Identity fundamental research
This document outlines the steps for conducting action research, which includes: 1) identifying a problem area, 2) collecting and organizing relevant data from multiple sources, 3) interpreting the data to identify themes, 4) taking action based on the data, 5) evaluating the results of the action, and 6) identifying follow-up actions if needed based on the results. The goal of action research is to help teachers and practitioners improve practices by researching problems they encounter and testing solutions in a systematic way.
This provide valuable and basic information regarding Research Methodology, how to conduct Research work, types of research, advantages and limitation of Research. Very helpful to Personnels associated with Research work.
Research and experimental development (R&D)
Creative work undertaken on a systematic basis in order to increase the stock of knowledge, including knowledge of man, culture and society, and the use of this stock of knowledge to devise new applications
The document discusses action research and its importance in education. It begins by outlining the objectives and contents of an action research training. It then defines action research and discusses its key characteristics, including being practitioner-based, cyclical, participatory, and aimed at addressing practical problems. The document compares action research to formal research, noting differences in goals, participants, samples, and generalizability. It also outlines types of action research like individual, collaborative, and school-wide research. Finally, it discusses the importance of action research in connecting theory to practice, improving educational practices, and empowering teachers professionally.
The document provides an overview of research methods in education. It defines key terms like research, defines different types of educational research including basic research, applied research, and action research. It discusses the importance and purpose of educational research, as well as the various sources, characteristics, and steps involved in the scientific research process. The document also addresses topics like literature reviews, assumptions in research, and criteria for selecting research topics.
This document provides an overview of research methodology. It defines research and discusses the characteristics of educational research. There are three main types of research: basic research, applied research, and action research. Research aims to systematically investigate problems to develop generalizable knowledge or solve practical issues. It faces certain limitations but provides a scientific approach to understanding various topics.
This document discusses different types of research including fundamental/basic research, applied research, and action research. Fundamental research aims to build broader understanding without direct application, while applied research seeks to solve practical problems but with limited control. Action research is done by practitioners like teachers to improve their practices and involves a cycle of planning, acting, observing, and reflecting. The document provides examples and comparisons of the different types of research and reviews models of action research.
Lecture 1 & 2 ppt Research topics m.techRuchiGautam28
The document provides an overview of research methodology and biostatistics. It outlines the course objectives to develop a research orientation in students and acquaint them with research fundamentals. The outcomes are for students to gain knowledge of research design and learn how to formulate research problems and solve new issues using research processes. The document then defines research and discusses research types including exploratory, descriptive, causal and analytical research. It explains the meaning, objectives, and motivation for research.
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This document provides an overview of literature topics that will be covered in a course, including literary genres, elements, and devices. It defines and gives examples of various genres like poetry, short stories, novels, graphic novels, and plays. It also defines and illustrates important literary elements such as setting, theme, plot, character, point of view, tone, mood, and moral values. Finally, it defines and provides examples of common literary devices such as simile, metaphor, personification, onomatopoeia, foreshadowing, flashback, symbolism, irony, oxymoron, repetition, alliteration, assonance, allusion, hyperbole, and imagery.
PISMP TSLB3193 Topic 4b 21st Century Literacy (Visual).pptxYee Bee Choo
Developing sense of design, ability to create, amendment, reproduction of images, (digital and others)
- Communicating information in a variety of forms
- Appreciating the masterworks of visual communication
PISMP TSLB3193 Topic 4a 21st Century Literacy (Digital).pptxYee Bee Choo
Performing tasks in digital environment
•Reading and interpreting media (text, sound, images)
•Reproducing data and images through digital manipulation
•Evaluating and applying new knowledge gained from digital environments
• Reading multiple texts
• Reading from a resistant perspective
• Examining multiple perspectives
• Producing counter texts
• Taking social action
• Repositing oneself as a researcher of language (i.e. multimodality)
•Questioning and problematising texts
PISMP TSLB3193 Topic 2c Multimodality and Literacy.pptxYee Bee Choo
This document discusses multimodality and literacy. It defines multimodality as the interplay between different representational modes like images, written text, speech, and their combination in communication. It discusses several models for analyzing multimodality, including the 4 resources model of code breaking, meaning making, text use, and text analysis. It also discusses recognition, reproduction and reflection literacy. Several modes like written, oral, visual, audio and others are defined. Group activities are proposed applying these concepts in analyzing videos and designing multimedia presentations.
This document discusses cultural literacy skills in context and technology. It covers topics including multiculturalism, applying cultural literacy skills in context and technology, and multimodality and literacy. Specifically, the document defines multiculturalism as the acceptance of diversity including different ethnic beliefs, cultures, and backgrounds. It also notes that multiculturalism is a natural response to cultural diversity, and discusses some advantages of multiculturalism such as business and job opportunities from a globalized world, as well as improved understanding between diverse groups. The document also provides examples of multiculturalism in Malaysia and gives students a tutorial activity to discuss advantages of multiculturalism in education.
PISMP TSLB3193 Topic 1 Literacy vs Multiliteracies.pptxYee Bee Choo
The document provides an overview of literacy and multiliteracies concepts. Literacy is traditionally defined as the ability to read and write printed text, while multiliteracies refers to interpreting and communicating meaning across various forms of communication and is a response to changing social environments. Specifically, globalization, evolving social identities, and advancing technology have transformed how people communicate. As a result, pedagogy must shift from traditional literacy approaches to multiliteracies approaches that incorporate situated practice, overt instruction, critical framing, and transformed practice to accommodate diverse student backgrounds and learning styles in today's classrooms.
This is a KPPB (Kapasiti Pedagogi Pembelajaran Bermakna) presentation by the lecturer on the three intradisciplinary courses: Multiliteracies (TSLB3193), English for Academic Purposes (TSLB3023), and Multicultural Literature (TSLB3203).
Ringkasan singkat dokumen tersebut adalah sebagai berikut:
Dokumen tersebut memberikan panduan mengenai proses permohonan Pensyarah Cemerlang termasuk persiapan dokumen, persiapan sebelum lawatan jemaah nazir, dan proses lawatan dan pencerapan jemaah nazir.
This document summarizes a presentation on Pedagogical Capacity for Meaningful Learning (KPPB) for a TESL course at IPGKTHO. It outlines the following:
1. An introduction to the KPPB model and planning process which involved discussions with the JU KPPB and course lecturers to unpack the curriculum.
2. The implementation of KPPB including a webinar on concepts and use of digital tools, and an explanation to students.
3. The application of the 6C model of KPPB (communication, collaboration, critical thinking, creativity, citizenship, character).
4. The use of digital tools like Google Classroom,
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3. Types of Research
Criteria Types
On the basis of
Objectives
Basic/
Fundamental
Research
Applied
Research
Action Research Evaluation
Research
On the Basis of
Nature of Data
Quantitative Research Qualitative research
On the basis of
Nature of
Findings
Explanatory
Research
Exploratory
Research
Descriptive Research
On the basis
Experimental
manipulations
Experimental Research Non-Experimental Research
On the basis of
approach
involved
Longitudinal Research Cross Sectional Research
4. Types of Educational Research
Basic
Research
Applied
Research
Action
Research
Evaluation
Research
5. TYPES OF RESEARCH
BASIC RESEARCH
APPLIED RESEARCH
ACTION RESEARCH
EVALUATION RESEARCH
BASIC RESEARCH
Basic (aka fundamental or pure or experiment ) research is
driven by a scientist's curiosity or interest in a scientific
question. The main objective is to expand man's knowledge,
not to create or invent something. The questions are not easily
answered. There is no obvious commercial value to the
discoveries that result from basic research.
It is the process of collecting and analysing information to
develop or enhance a theory.
For example, basic science investigations probe for answers to
questions such as:
• How did the universe begin?
• What are protons, neutrons, and electrons composed of?
• What motivates an offender to change?
• Why do some young people join gangs while others do not –
and why do some of those who join leave while others stay?
6. TYPES OF RESEARCH
BASIC RESEARCH
APPLIED RESEARCH
ACTION RESEARCH
EVALUATION RESEARCH
BASIC RESEARCH
Salient Features:
• Based on the belief ‘Knowledge for the knowledge’s
sake’.
• Collection and analysis of data to develop or enhance
theory
• Advancement of knowledge.
• Understanding of theoretical relationship between
variables
Examples of Learning Theories:
• Pavlov’s (1902) Classical Conditioning theory
(Behaviourism)
• Piaget’s (1958) Theory of Cognitive Development
• Bruner’s (1960) Constructivist Theory
• Vygotsky’s (1978) Theory of Sociocultural
• Gardner’s (1983; 1999) Multiple Intelligences
7.
8.
9.
10.
11.
12. TYPES OF RESEARCH
BASIC RESEARCH
APPLIED RESEARCH
ACTION RESEARCH
EVALUATION RESEARCH
APPLIED RESEARCH
Applied research refers to scientific study and research that
seeks to solve practical problems. Applied research is used to
find solutions to everyday problems, cure illness, and develop
innovative technologies, rather than to acquire knowledge for
knowledge's sake.
It is conducted for the purpose of applying or testing theory
and evaluating its usefulness for solving problems.
As such, applied research establishes connections among
goals and objectives, actions taken and results obtained:
• How can we improve agricultural crop production?
• How to improve the energy efficiency of homes, offices?
• What criminal justice policies will help us reduce crime in
our area and improve public safety?
• How much money can we save by implementing a jail
diversion program?
13. TYPES OF RESEARCH
BASIC RESEARCH
APPLIED RESEARCH
ACTION RESEARCH
EVALUATION RESEARCH
APPLIED RESEARCH
Salient Features:
• Solve specific, practical questions
• Can be exploratory, but usually descriptive
• Involves precise measurement of the characteristics
and describes relationships between variables of a
studied phenomenon
• Collection and analysis of data to examine the
usefulness of theory in solving practical educational
problems
Examples:
• Developing a seventh grade social studies curriculum
around a problem-solving approach to learning
• Examining the effectiveness of a computer-based
algebra program developed around a mastery
learning approach
• Accommodating varied learning styles when teaching
lessons in modern literature
14. • Basic / Fundamental Research – type of
research that may have limited direct
application but in which the researcher has
careful control of the conditions
• Applied research – type of research that has
direct value to practitioners but in which the
researcher has limited control over the
research setting
BASIC VS APPLIED RESEARCH
15. • The interaction of basic and applied research
– Basic research provides the theory that
produces the concepts for solving educational
problems
– Applied research provides the data to help
support, guide, and revise the development
theory
– Doing basic research ensures that applied
researchers do not need to reinvent the wheel
every time they start on a new project, because
the groundwork has been done.
BASIC VS APPLIED RESEARCH
16. BASIC VS APPLIED RESEARCH
Basic Research Applied Research
Domain- driven - intended to
lead theoretical development
Demand-driven – intended to
solve specific problems
Justified in terms of gaining
knowledge for its sake – they
focus on making things better
and creating a more humane
society
Designed to solve practical
problems of the modern
world
The main motivation is to
expand man's knowledge
Can take the research basic
research further based on the
results, where applicable
17. Basic Research Applied Research
Done for the intellectual
pleasure of learning
Done to test theories in the
field to achieve better validity.
Mainly concerned with
generalisations and with the
formulation of a theory
Aims at finding a solution for
an immediate problem facing
a society
Directed towards finding
information that has broad
base of applications
The central aim is to discover
a solution for some pressing
practical problem
BASIC VS APPLIED RESEARCH
18. Basic Research Applied Research
No commercial value
attached to the discoveries
that result from basic
research.
There is commercial value,
e.g. research to improve
agricultural crop production
Analytic Synthetic
Involves a search for enduring
or general truths
Entails a search for
pragmatics solutions to
particular problems
Exploration Entirely a pursuit of social
concerns
BASIC VS APPLIED RESEARCH
19. TYPES OF RESEARCH
BASIC RESEARCH
APPLIED RESEARCH
ACTION RESEARCH
EVALUATION RESEARCH
ACTION RESEARCH
Action Research focuses more on procedures useful in
addressing practical problems in schools and the classrooms.
It is used by teachers (or other individuals in an educational
setting) to gather data to address improvements in their
educational setting, their teaching and the learning of their
students.
“The basic cycle of activities is identifying a general idea,
reconnaissance, general planning, developing the first action
step, implementing the first action step, evaluation, revising
the general plan” (Kurt Lewin Model: Spiral of Cycles).
For example, educators may seek to:
• address and solve local, practical problems, such as a
classroom-discipline issue.
• empower, transform, and emancipate individuals in
educational settings.
20. TYPES OF RESEARCH
BASIC RESEARCH
APPLIED RESEARCH
ACTION RESEARCH
EVALUATION RESEARCH
ACTION RESEARCH
Action research is any systematic inquiry done by teacher
researchers, principals, school counselors, or other
stakeholders in the teaching/learning environment to gather
information about how their particular schools operate, how
they teach, and how well their students learn (Mills, 2014).
‘Action research is simply a form of self-reflective enquiry
undertaken by participants in social situations in order to
improve the rationality and justice of their own practices, their
understanding of these practices, and the situations in which
the practices are carried out’ (Carr and Kemmis 1986).
21. TYPES OF RESEARCH
BASIC RESEARCH
APPLIED RESEARCH
ACTION RESEARCH
EVALUATION RESEARCH
ACTION RESEARCH
• It is a process for studying practical problems of social
studies.
• It is a scientific procedure for finding out a practical solution
of current problem.
• The practitioner can only study his problem.
• It is a personal research for clinical research work.
• The focus is to improve and modify the current practices.
• The individual and group problems studied by action
research.
• It does not contribute to the fund of knowledge.
22. TYPES OF RESEARCH
BASIC RESEARCH
APPLIED RESEARCH
ACTION RESEARCH
EVALUATION RESEARCH
EVALUATION RESEARCH
Evaluation research sometimes is referred to as assessment or
appraisal research, and even as social accounting. It provides
an evaluation on an on-going programme.
Evaluation is concerned with answering questions about issues
that arise in everyday practice. It is concerned with making
decisions about the quality, effectiveness, or value of
programmes, products, processes, practices, systems,
organisations, personnel, and policies.
Evaluation therefore answers questions like:
• Does it work?
• Does it do what we want it to?
• How well does it work?
• Does it work for the reasons we think it does?
• How much does it cost per benefit gained?
• Does it have side effects?
23. Basic Research Applied Research Evaluation
Research
Nature of
the
problem
New knowledge of a
phenomenon is being
sought so as to
establish general
principles with which
it can be explained.
Application of
scientific knowledge
to understand
phenomenon and
developing remedial
strategies.
Assessing
outcome of
intervention, or
the outcome of
current practice.
Goal of
research
To produce new
knowledge or
discover relationships
and the capacity to
predict outcome
under various
conditions.
To secure the
information that can
be immediately
applicable.
To provide
cost/benefit
accounting of an
intervention,
programme or
policy.
FOCUS OF RESEARCH DESIGN
24. Basic Research Applied Research Evaluation Research
Guiding
theory
Hypothesis testing to
provide
reinforcement for a
theory under
investigation.
Selection of
theory or intuitive
hunches to
explore the
phenomenon.
Selection of a theory
to fit the problem
under investigation.
At times findings may
be related to a new
theory or an
established one.
Appropriate
technique
Theory formulation,
hypothesis testing,
sampling, data
collection, statistical
treatment of data,
validation of
rejection of
hypothesis.
Experiment or
non-experimental
techniques for
data collection,
analysis of data,
and drawing
inferences.
Use of conventional
technique as
appropriate to the
problem.
FOCUS OF RESEARCH DESIGN
27. 27
Research generates knowledge in
order to:
action change
within a
system
pave the
way for
change
build
broader
understanding
Basic
or pure
research
Action researchApplied /
evaluative
research
participatory/
emancipatory
technical/
practical
emancipate
through
action
28. TUTORIAL 1b
Task 1
• In groups, discuss on a topic you can work for one of
the following types of research:
1. Basic research
2. Applied research
3. Action research
4. Evaluation research
• Explain why you want to carry out the research
according to the topic you have selected.
29. TUTORIAL 1b
Task 2
• Individually, use any of the learning theories you have
learnt and apply it in your proposed topic for your
research.
• Write a paragraph explaining how you will apply the
learning theory/theories in your proposed topic.
30. • Carr, W., & Kemmis, S. (1986). Becoming critical: Education,
knowledge and action research. London: Falmer Press.
• Gardner, H. (1983) Frames of mind: The theory of multiple
intelligences. New York: Basic Books.
• Lewin, K. (1946). Action research and minority problems. Journal of
Social Studies, 2(4), 34-46.
• Mills, G.E. (2014). Action research: A guide for the teacher
researcher. (5th ed.). Boston: Pearson.
• Pavlov, I. P. (1897/1902). The work of the digestive glands. London:
Griffin.
• Piaget, J. (1958). The growth of logical thinking from childhood to
adolescence. AMC, 10, 12.
• Vygotsky, L. S. (1978). Mind in society: The development of higher
psychological processes. Cambridge, MA: Harvard University Press.
References
Editor's Notes
When students discover learning by themselves, it increases their responsibility to learn on their own and motivation to learn more.
Linguistic- word smart
Logical- number smart
Visual-spatial- picture smart
Kinesthetic- body smart
Musical- music smart
Interpersonal- people smart
Intrapersonal- self smart
Naturalist- nature smart
Existential- big picture smart