QUESTION 1: State four purposes of educational research.
Educators need to be consumers (and producers) of research. a. Improe !ractice b. "dd to #no$led%e c. "ddress &aps in #no$led%e d. E'pand #no$led%e e. (eplicate #no$led%e QUESTION ): State four characteristics of research. (esearch* is a search for knowledge, or as any systematic investigation, with an open mind, to establish novel facts, usually using scientific methods. Characteristics of Research: 1) (eliability 2 +alidit, ! Empirical " S,stematic # -o%ical pro%ression $ Scientific method (refer to po$er point lecture 1"pa.ah !en,elidi.an/en% slide no. 0*1) QUESTION 0: State the three approaches in educational research. 1. !ositiist (Quantitatie) ). Interpretie (Qualitatie) 0. 2ritical 1* !ositiist approach 1 " !ositiist approach to research is based on .no$led%e %ained from 3positie3 erification of obserable e'perience rather than4 for e'ample4 introspection or intuition. Scientific methods or e'perimental testin% are the best $a, of achiein% this .no$led%e. !ositiist approaches rel, heail, on e'perimental and manipulatie methods. This %enerall, inoles h,pothesis %eneration and testin%: proin% or refutin%. T,picall,4 5uantitatie methods are used. )* Interpretie approach Interpretie studies assume that people create and associate their o$n sub6ectie and inter*sub6ectie meanin%s as the, interact $ith the $orld around them. Interpretie researchers thus attempt to understand phenomena throu%h accessin% the meanin%s participants assi%n to them. (Orli.o$s.i and 7aroudi 1881) 9ocuses on anal,ticall, disclosin% the meanin%*ma.in% practices4 $hile sho$in% ho$ those practices confi%ure to %enerate obserable outcomes. 0* 2ritical approach Understand and e'plain phenomena and their interrelationships in non* numeric terms4 and incorporates such data collection and anal,sis methods as obseration4 indiidual and %roup interie$in%4 te'tual and isual data anal,sis. This form of in5uir, depends primaril, on matters of 5ualit, than 5uantit, (e.%.4 an in*depth understandin% of the form and nature of a phenomenon rather than its fre5uenc,4 re%ularit, or distribution). To 5uestion:in5uire the conceptual and theoretical bases of .no$led%e and method ) QUESTION ;: E'plain the differences bet$een the positiist4 interpretie and critical approaches in research. Differe%ces bet&ee% Positi'ist a%( I%ter)reti'e A))roach As)ects Positi'ist I%ter)reti'e Ob6ectie 9indin% out the relationship4 causes and effects Understandin% social phenomena "pproach Testin% theories4 improin% the prediction of a phenomena4deductie Understandin% a phenomena throu%h the meanin%s %ien b, obserers4 inductie (ealit, Ob6ectie<=etermined b, the rules. =epends on the interpretation and translationof the obserers. +ariables =etermined from the be%innin% of the research Not determined from the be%innin% of the research =ata anal,sis Statistical anal,sis to the numerical data Narratie interpretation and description. ($ords) Instruments Usin% standard interments Usin% face to face interaction "lso refer to po$er point lecture 1"pa.ah !en,elidi.an/en% slide no. 11*1>) Positivism: predicts Interpretivism: understands Critical orientation: emancipates QUESTION ? *i'e a% e+a,)le for each of the three a))roaches to research A- Positi'ist a))roach E'ample: Title: The leel of stress amon% lecturers in Institute of Teacher Education4 International -an%ua%es 2ampus. (esearch ob6ectie: To inesti%ate stress amon% lecturers in Institute of 0 Teacher Education4 International -an%ua%es 2ampus. (esearch 5uestion: @hat is the leel of stress amon% lecturers in Institute of Teacher Education4 International -an%ua%es 2ampusA B,pothesis: There is no si%nificant difference in the leel of stress bet$een male and female lecturers. (esearch =esi%n: This research uses a sure, research desi%n. Sample: CD lecturers randoml, selected. Instrument: " Stress Inentor, (5uestionnaire). "nal,sis:. 9or the anal,sis4 the mean stress leel is calculated for the sample as a $hole as $ell as for male and female lecturers separatel,. " t*test is then run to determine if there is a si%nificant difference in the leel of stress bet$een male and female lecturers. .- I%ter)reti'e A))roach Title: The S,stem of (aluation in SE# 7acho. (esearch Question: 1. @hat are the procedures used b, teachers to ealuate their students in SE# 7acho.A ). @hat are the stren%ths of the ealuation s,stem in SE# 7acho.A 0. @hat are the $ea.nesses of the ealuation s,stem in SE# 7acho.A Sample: 1D teachers in SE# 7acho. Instrument Obseration formF interie$ schedule (esearch =esi%n =escriptie:Narratie "nal,sis cate%orisin%4 codin%4 loo.in% for themes etc. QUESTION C: &ie an e'ample for both 5uantitatie and 5ualitatie research. E'plain four differences bet$een them. See e+a,)les abo'e/ 01a%titati'e 2 Positi'is,/ 01alitati'e 2 I%te)reti'e "lso4 P1r)ose E+a,)les 01alitati'e To proide rich narratie descriptions $ith $ords of Obserations of school rene$al teams to understand the role of ; phenomena that can enhance understandin%. parents. 01a%titati'e To describe phenomena numericall, to ans$er specific 5uestions or h,potheses. The relationship bet$een amount of home$or. and student achieement. =ifferences bet$een 5uantitatie and 5ualitatie research (refer to po$er point lecture 1"pa.ah !en,elidi.an/en% slide no. 1?*1C) QUESTION 1: @h, is it important to hae research ethicsA 1. Norms )ro,ote the ai,s of research4 such as .no$led%e4 truth4 and aoidance of error. 9or e'ample4 prohibitions a%ainst fabricatin%4 falsif,in%4 or misrepresentin% research data promote the truth and aoid error. ). Since research often inoles a %reat deal of cooperation and coordination amon% man, different people in different disciplines and institutions4 ethical standards promote the 'al1es that are esse%tial to collaborati'e &or34 such as trust4 accountabilit,4 mutual respect4 and fairness. 0. Ean, of the ethical norms help to ensure that researchers can be held acco1%table to the )1blic. ;. Ethical norms in research also help to build )1blic s1))ort for research. !eople more li.el, to fund research pro6ect if the, can trust the 5ualit, and inte%rit, of research. ? ?. Ean, of the norms of research promote a ariet, of other important ,oral a%( social 'al1es4 such as social responsibilit,4 human ri%hts4 and animal $elfare4 compliance $ith the la$4 and health and safet,. . QUESTION >: State C aspects of research ethics that a researcher should follo$ 1- Disc1ss i%tellect1al )ro)erty fra%3ly 2- .e co%scio1s of ,1lti)le roles !- 4ollo& i%for,e(5co%se%t r1les "- Res)ect co%fi(e%tiality a%( )ri'acy #- 6ali(ity of the research- The content of the research should be accurate and precise in order to aoid pla%iarism or cheatin%. This $ill determine $hether the information or the data collected b, the researcher is alid and done $ithout deception. 7- A))ro'al fro, a8e%cies or a%y a1thorities TOPIC 2: T9PES O4 RESEARCH QUESTION 1: State four t,pes of educational research. 1. 7asic ). "pplied 0. Ealuation ;. "ction T,pes of (esearch desi%n: 01alitati'e 01a%titati'e Ethno%raph, 2ase stud, Bistorical Narratie E'perimental Quasi*e'perimental Sure, 2orrelational C QUESTION ) : E'plain each of the follo$in% cate%ories of research: basic4 applied4 action and ealuation. P1r)ose E+a,)les .asic To increase .no$led%e and understandin% of phenomena. Understand ho$ feedbac. affects motiation or learnin% st,les of adolescents. A))lie( To sole practical educational problems. =etermine best approach to train teachers to use portfolios for assessment. E'al1atio% To ma.e a decision about a pro%ram or actiit,. To determine the $orth of a pro%ramme4 the stren%ths and $ea.nesses and ho$ to improe. =ecide $hether to .eep or phase out a pre.inder%arten pro%ram. Actio% To improe practice in a school or classroom. =etermine $hich %roupin% procedure results in the hi%hest achieement for all students. 7"SI2 (ESE"(2B 7asic (a.a fundamental or pure) research is drien b, a scientist3s curiosit, or interest in a scientific 5uestion. The main motiation is to e'pand man3s .no$led%e4 not to create or inent somethin%. There is no obious commercial alue to the discoeries that result from basic research. "!!-IE= (ESE"(2B "pplied research refers to scientific stud, and research that see.s to sole practical problems. "pplied research is used to find solutions to eer,da, problems4 cure illness4 and deelop innoatie technolo%ies4 rather than to ac5uire .no$led%e for .no$led%e3s sa.e. 1 "2TION (ESE"(2B Action research focuses on solin% practitionerGs local problems. It is %enerall, conducted b, the practitioners after the, hae learned about the methods of research and research concepts that are discussed in ,our te'tboo.. It is important to understand that action research is also a state of mindF for e'ample4 teachers $ho are action researchers are constantl, obserin% their students for patterns and thin.in% about $a,s to improe instruction4 classroom mana%ement4 and so forth. E+"-U"TION (ESE"(2B Evaluation inoles determinin% the $orth4 merit4 or 5ualities of an ealuation ob6ect. Ealuation is traditionall, classified accordin% to its purpose: Formative evaluation is used for the purpose of pro%ram improement. Summative evaluation is used for the purpose of ma.in% summar, 6ud%ments about a pro%ram and decisions to continue of discontinue the pro%ram.
QUESTION 0: State and e'plain four t,pes of 5uantitatie research. i- Descri)ti'e research To describe the current status of an identified ariable. To proide s,stematic information about a phenomenon. The researcher does not usuall, be%in $ith an h,pothesis4 but is li.el, to deelop one after collectin% data. The anal,sis and s,nthesis of the data proide the test of the h,pothesis. S,stematic collection of information re5uires careful selection of the units studied and careful measurement of each ariable. E'amples of descriptie research: > o " description of ho$ second*%rade students spend their time durin% summer acation o " description of ho$ parents feel about the t$ele*month school ,ear ii- Co5relatio%al research To determine the e'tent of a relationship bet$een t$o or more ariables usin% statistical data. The relationships bet$een and amon% a number of facts are sou%ht and interpreted. (eco%niHe trends and patterns in data4 but it does not %o so far in its anal,sis to proe causes for these obsered patterns. 2ause and effect is not the basis of this t,pe of obserational research. The data4 relationships4 and distributions of ariables are studied onl,. +ariables are not manipulatedF the, are onl, identified and are studied as the, occur in a natural settin%. E'amples of correlational research: o The relationships bet$een the t,pes of actiities used in math classrooms and student achieement o The relationship bet$een intelli%ence and self*esteem iii- 01asi5e+)eri,e%tal research To establish cause*effect relationships amon% the ariables. "n independent ariable is identified but not manipulated b, the e'perimenter4 and effects of the independent ariable on the dependent ariable are measured. The researcher does not randoml, assi%n %roups and must use ones that are naturall, formed or pre*e'istin% %roups. Identified control %roups e'posed to the treatment ariable are studied and compared to %roups $ho are not. 8 E'amples of 5uasi*e'perimental research: o The effect of part*time emplo,ment on the achieement of hi%h school student o The effect of preschool attendance on social maturit, at the end of the first %rade i'- E+)eri,e%tal research Uses the scientific method to establish the cause*effect relationship amon% a %roup of ariables that ma.e up a stud,. " true e'periment is an, stud, $here an effort is made to identif, and impose control oer all other ariables e'cept one. "n independent ariable is manipulated to determine the effects on the dependent ariables. Sub6ects are randoml, assi%ned to e'perimental treatments rather than identified in naturall, occurrin% %roups. o The effect of positie reinforcement on attitude to$ard school o The effect of teachin% $ith a cooperatie %roup strate%, or a traditional lecture approach on studentsG achieement QUESTION ;: State and e'plain four t,pes of 5ualitatie research. 01alitati'e Research Qualitative research relies primaril, on the collection of 5ualitatie data (i.e.4 nonnumeric data such as $ords and pictures). The four ma6or t,pes or methods of 5ualitatie research: 1D !henomenolo%,. Ethno%raph,. &rounded theor,. 2ase stud,. Phe%o,e%olo8y The first ma6or approach to 5ualitatie research is phenomenolo%, (i.e.4 the descriptie stud, of ho$ indiiduals e'perience a phenomenon). Bere is an e'ample based on the description of a carin% nurse (from E'hibit 1;.0) IIn a carin% interaction4 the nurseGs e'istential presence is perceied b, the client as more than 6ust a ph,sical presence. There is the aspect of the nurse %iin% of oneself to the client. This %iin% of oneself ma, be in response to the clientGs re5uest4 but it is more often a oluntar, effort and is unsolicited b, the client. The nurseGs $illin%ness to %ie of oneself is primaril, perceied b, the client as an attitude and behaior of sittin% do$n and reall, listenin% and respondin% to the uni5ue concerns of the indiidual as a person of alue. The rela'ation4 comfort4 and securit, that the client e'presses both ph,sicall, and mentall, are an immediate and direct result of the clientGs stated and unstated needs bein% heard and responded to b, the nurseJ (9rom 2res$ell4 188>4 p.)>8). Eth%o8ra)hy The second ma6or approach to 5ualitatie research is ethno%raph, (i.e.4 the discoer, and description of the culture of a %roup of people). Bere is the foundational 5uestion in ethno%raph,: What are the cultural characteristics of this group of people or of this cultural scene? 7ecause ethno%raph, ori%inates in the discipline of "nthropolo%,4 the concept of culture is of central importance. 2ulture is the s,stem of shared beliefs4 alues4 practices4 lan%ua%e4 norms4 rituals4 and material thin%s that %roup members use to understand their $orld. One can stud, micro cultures (e.%.4 such as the culture in a classroom) as $ell as macro cultures (e.%.4 such as the United States of "merica culture).
Case St1(y Research 11 The third ma6or approach to 5ualitatie research is case stud, research (i.e.4 the detailed account and anal,sis of one or more cases). Bere is the foundational 5uestion in case stud, research: What are the characteristics of this single case or of these comparison cases? " case is a bounded s,stem (e.%.4 a person4 a %roup4 an actiit,4 a process).
7ecause the roots of case stud, are interdisciplinar,4 man, different concepts and theories can be used to describe and e'plain the case.
*ro1%(e( Theory The fourth ma6or approach to 5ualitatie research is %rounded theor, (i.e.4 the deelopment of inductie4 Kbottom*up4K theor, that is K%roundedK directl, in the empirical data). Bere is the foundational 5uestion in %rounded theor,: What theory or eplanation emerges from an analysis of the data collected a!out this phenomenon? It is usuall, used to %enerate theor, (remember from earlier chapters that theories tell ,ou KBo$K and K@h,K somethin% operates as it doesF theories proide e'planations). &rounded theor, can also be used to test or elaborate upon preiousl, %rounded theories4 as lon% as the approach continues to be one of constantl, %roundin% an, chan%es in the ne$ data. 1)