Education

Running Head: EDUCATION

Types Of Research Designs Available In Educational Research

This is a four page research paper, written in APA format and uses 3 sources. Research design is considered as a plan for research. Research design includes four components: the question to be examined, relevant information, the type of data gathered and methods of data analysis and presentation.

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Research Design In any given research, the most preferable design relies on the kind of problem statement as well as the point of reference of the person carrying out the research (Ruddock et al, 2000). Each of the research design has its own weaknesses and strengths. Research design can be also be divided into fixed and flexible, qualitative and quantitative hence fixed designs are quantitative and flexible ones are qualitative. Educational research implies to several kinds of methods that students employ in learning, teacher training, methods of teaching and classroom dynamics. It involves two principles: basic and applied. Research can be classified into two main types: 1. Does the kind of design employ random assignment to categories? In this case, if random assignment is involved then, this kind of design is randomized experiment or true experiment. 2. Next is to determine whether the design uses multiple groups or multiple waves? If so then this kind is known as quasi- experimental design. If not, then it is a non experimental design. Experimental Designs Experiental designs are the most precise among all other kinds of research designs. They are also known as gold standard hence is used as points of reference for all other various research designs. In order to investigate a particular occurrence, two propositions X and Y are addressed. If one is capable of proving the presence of both of these propositions, then he or she will be able to segregate the program from all of the other possible reasons for the outcome. Having verified that the program is present indicates that the outcome occurs and when it is absent, the resultant does not occur. That shows the causal efficacy of the program. This type of

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experimental design tries to compare two variables that are equivalent to each other; category one is the treatment and the other type is the `control. It is only in experimental design that we have this kind of design otherwise the rest uses similar categories. For instance the categories have similar people, same lifestyle, features and other similar contexts (Slavin, 2007) the principle used here is to delegate one program to another and the other is not then the results are monitored in both groups. The success of such illustrations lies on random assignment. It is assumed that both categories are equal in terms of probability. These kinds of experiments are extremely involving, disturbing and cumbersome to perform. Example of such kind of experiment is two-group experimental designs; this basically compares if two groups are different, and this is done using one way ANOVA (Analysis of Variance) or T-Test. Non Experimental Designs In non-experimental designs, one cannot simulate occurrences. These can be distinguished into three groups: first, relational designs which involve the measurement of various variables. This type of design is also referred to as correlational studies because they often use correlational data in doing analysis. Correlational designs are useful in determining the association between one variable and another and observing the dependence and correlation between two variables. Secondly, is comparative research, this design assists in comparing two types of variables on a single or two groups. The third type of non experimental research design is a longitudinal design (Slavin, 2007). This type analyzes performances that are experienced by a single group or several groups over a long period of time.

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Quasi Experimental Design This kind of experimental design involves conducting of experiments. In this type there is no randomization of assigning individuals to treatments and comparison. Examples of qualitative research designs include: Ethnographic study: this kind of research takes place within an organization, culture, or a society. Here, the researcher spends a lot of time with the group. Grounded theory study is a kind of methodical research that operates with the aim of developing a procedure or association with a substantive subject. Random Selection and Assignment Random selection is the procedure through which a sample of individuals is drawn from a population or how assignment of different samples gotten from a population is done. For instance, drawing 100 clients from a population of 1000 clients. The 100 clients are said to be randomly sampled. If from the 100, 50 of them are randomly assigned to receive the new treatment and the other remaining 50 to be controls. This is referred to as random assignment. If in this case out of 100 clients the first 100 clients were picked then this is not a Random selection. Random assignment is closely related to internal validity hence random assignment is carried out in order to confirm if the treatment groups used are the same before the experiment is carried out (Burden & Nichols, 2000). Importance and Benefits of Conducting Research (Finn, & Achilles, 2006) Research enables people to find solutions to problems.

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Research helps individuals to extract and collect data from most influential sources or using information that is in archives for an original function.

It is only in the field of research where visible experience and empirical evidence is employed.

Research ensures that accuracy in observation and description is employed hence the results are normally very precise and of great innovation.

In research properly planned procedures are normally employed and the kind of assessment carried out is usually very involving and vigorous, this therefore enables high quality papers to be written using such kind of information.

Research assists in (Finn, 2006) the advancement of assumptions, theories and opinions that help in enhancing the perception of different kinds of information, predictions of future outcomes and management.

The act of researching enables researchers to become; experts in various academic fields , develop certain kinds of familiarization in different academic disciplines, be experienced in methodology and acquire technical knowledge in analysis of data using different kinds of software such as SPSS.

Research also help students to show attempt in developing and formulating objectives, find out unbiased clarification to a problem and endure the hardship involved in validating the methods employed.

Research is an intended activity and slow process which leads the way to finding solutions or answering some unanswered questions along the way.

Research findings are very useful to students and enhance their learning experiences.

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In addition research is very vital since it allows for replication by others who might be interested in researching on the same; it also ensures that the information passes through a form examination hence corrections are made before the information is put into use. Experimental designs are the most commonly used and highly recommended for students to use in doing research. This is due to the fact that they are most accurate and are detailed in terms of output. It is also the most preferred when studying a cost effect relationship. Research designs are used in studying variables that affect people and the people themselves.

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References Burden, R., and Nicholas, L. (2000). Evaluating the process of introducing a thinking skills program into secondary school curriculum. Research Papers in Education. 15, 3. 259-74. Finn, J.D., & Achilles, C.M. (2006) Answers and questions about class size: A statewide experiment. American Educational Research Journal, 27, 557-577 Ruddock, J., Berry, M., Brown, N. & Frost, D. (2000) Schools learning from other schools: cooperation in a climate of competition. Research Papers in Education, 15, 3, 293-306. Slavin, R. (2007) Effects of individual learning expectations on student achievement. Journal of Educational Psychology, 72, 4, 520-570.