concept, nature, and significance of research

8/20/2019 Concept, Nature, And Significance of Research

1/12

.

pL?o,

wo^

Coneept,

iH*ture

and

Significftnce

of

Research

Ite-ssarch

is a

malter

ol'raising

*

questicln

and

then tr;'ing

to

find

an

answer.

ln

olher

words,

research

nl*ans

a

srut

ot'investigation

rtescribiig

the

facr rhar

some

piouLnr

is

ueiug

inv*rtisrii";i;

ffi-il;;*rii*,6".

l'hercfora'

resesrch

is

the

activity

ofs


2/12

eoneeSrt,

Nuturs

nnd

Signifirancr

of

RrseR,re

h

ts

lNle

ceses

rvith

concepts

or

symbols.

Ressar$,h,

thus,

involves

manipulrfian

of

thi,ngs

or

concepts

or

symhols.

2'

once

the

nranipulatitn

of

theory.is

done,

the

purpose

being

to

arriv+

to

arrive

i*

$tafeme'ts

'f

'eire'tulitits'

ln

otherwords'

the

cont'clled

rhings rvauld

rcsuit

in

propoJi*onr*-i"on.rurians

rr,[rich rnn],

va,-,--

in their dsgret ot'generutilies.

Ceneraliry

is

onc

of

rhe

basic

objective

of

research.

-i'

('ieternli?:rt'ions,

thur,

have


3/12

lfr

Fersp**tivcs

an

Rnse*rcJr

M*thodolugy

Logic

*nd

DlrJoctivr

The

purpose

of

any research

is to tind out

fscts

for

which

drarving

inferenccs

or

gcneralizatiorrs

is a

lirHsit.

Drawing

itrferencs$ or

getiefalizations

milst

be logic rvhich

means

a

method

thar

is uied

in

lbr

pe

ching

tltc

abave.

Strppo*e,

all tlle

vegetarian

ueducated city

pcople

hav* long

life

and

all

the

vegetrrian

ecluaatrd

roilla$e pettple

h.nvc

$trsdl

lo*g

life, Vegetarianism

is,lhus,

fhc

cau.se

of

longevitl,.

Olrservingtrue

picture

ofn

phe,nomenofi

wilhoutb€ing

al'fbcted

by

otrserve.r's

orvn

opinion

is terrne6

as

'ob.jective.'

ln other

r.vord*,

obiectivity

msans knorving reality. Objectivity

is

firndaryentalta

all

sciEns*s

ol'

rtrseitrch

nnd

is

eruciaf

fbr

verificttion.

The criteria

of

objectivig is

that

sll resc,arclrcr"s

shou ld

ur5i'l,e

sNt

the

sitms

conclusion

about

tlle

phenoi:nenoil

on

which

they are

pursrring

research. For

exarrtple,

coal

is

blaeh,

Thrr

1:roposition

that

coal is

btrnck because

it appears

black

to

all.

lf

say that

coal

i.s

the

mos1 usef'ql

mineral, this

nril;,'

ttllt putoly

objcetive

beeause

all

people

may

not agrec

to this

statenrent.

Coprpet,it,ivc

ald

co{lective

en

terprise rvouId

.serve

th

c objectivity.

llcrrlinbility

and

Vnlidity

'l'ruth is

the

basic

,nnnon

of

rescarch.

This

can

be

establisheel

on

the basis

of

evidenca

to

rvhich

strlllcicrrt

data

rcliable

and valuable

is essential.

The enor

of

bias or sampting

may

be

avoidccl

f-or

ensuring

rhe

ainr

ofrelirlriNity

as

r.vell

m valietity.

Verifiability

"lhc

conchmions

drarvn

through

fileans

ofreseardh

is

rubject to

thc clualiry

of

verificntion.

$o, verifinbiliry

Presuppo$cs

ths

pheirCImttnotl

of,research

rvhich

being

qbserved

tnd

rRersurcd.

Tlris

point

is

illustrared

by

the

lerv

trl'Cuefficient

of

l-.inear

S,xpunsion.

The

matfer rvill

tre

expanded

by heating

bur

the rxpansion

is

diflerent

for

dlftbr:ent

matters-gas

expands

more. snd

water

expands

less,

An*thei

example

fiorn

social

sciences

is that

the

illiteraey

is

tlrc

cause

of

criiuinality

amoug

the

piople-

Titri*

proposition

rvglld

be

regarded

as

scisntilic

fsct when

veri$

tlrc ob-strvation

that

the

ratio

of

crirninalsamong

liierates

is

less

amoRg

iilitraes.

fVilkinson

and tshandarkar

viewed

that

"invalidation

is

no

last thsn

verifiearion."

ln

brief.

criticisniis

very

life

trlood

af science

rvhich

helps

in

verifibation

of facrs,

"lmuracy

Tht

flceillsey

i* sstlsirive

point

to

tnssf

ft6

purpose

in

pragrnatic

manner.

of

the

study

fur

whish

it

is

trnderinften-

Th*

invesiigator

most

exprtise

befsraun*efiakinigthi

irwcrtigation

rvi6r

r*gn

* t*

Ure

pmrisioa

{}f

iuformation'

[n ather

wsrds,

the

dnta

*re

gattrred,

rscond;d

n'nd

nnaly*ed

with

as conrp]erc

n**u**y

*s

passible

by

using

srflndardizcd

tools.

Impnrtinhility

I'hc

problern

of

importirbilily

is a

part

ofrhe

problem

ofobjectivity.

Knowing

resliry invrrlve*

considenalion

01'the

coffect

melhod

dealing

rvith

logic.

Bias

leads

to

wrongi

information

wtritr

*tfr*tr

*"

"l.i*tiru

nf ,n*

stutly.

':

Scisntifie.

I

ntcgrity

Modern

ctlltxre

is

ov*r-ridden

rryifh

*cientific

attltud*

end

**ientifie

rnefhod

of

up

ro*eh. With

th*

last

deveX+praent

of seienrcs,

the **icnct

0f

regsltrch

has

be-csrn*

r

rcliablp

instrcmpal

fur

the

adveore$$nr

of

J*nowledgc

ns wellas

lnsrsrisl

gsin$.

Ree*rrling

*nd

Rcporting

fr,vrry

tenn

.is

earufi:lltrrdrfined.eveqy

proredure

is

de*crlhed

h d*t*il*

svrly

limiting

ftctor,is

recognt*ed,


4/12

Concept,

f{ature

acd

Signifie*nrc

of

R.rserreh

17

ev*t-Y

ferl'er€trce

is cerefh'll-v

dssutncnteri

and

every-

rc,rult

is obieclively

reca,rded"

All

Eonclu:sions

and

gen+rnlisilions

nre cautiortslv

sriverl

at

rvith

the

due

considentioi

for

ail

uf

rn*

li.mitatisns

of

nrerhcriofogy,

ilara

ctrllecled.

ctc.

By

re

c.rrtlirtg

it

becornes

r source

of

invcstigation

for

further

research,

l'ikc

the

qualities

of

researclt-

3 rcss;treher

nlust

have posse.r$

some

qualiries

to

carry

put

tle

ilrvesligati'rr

succrsstull.v'.

"l"lre

qurrlities

ol'a

researcher

ilre

given

belorv:

l.

Sci*ntific

attitude rt'ith

reflecrive

thinking

?.

lnragin*tion

and

inslght

.j. l)erservance

lt.

Chrrity

olthinking

5.

Kno:r*ledge

ol'the

sturly

6.

Knorvledge

of'

tcchniquc

ol.

rescarch

7,

tlnbiased sttilude

tl.

llersonrl

t*stc

in

the

srudy"

{}bjectir.c

of

Rcserrch

'l'lris

ntijeetives

ol

nn1'

researeh

trre

trtl;odl.v

sturiied

under

two

headilgs

nanely

{a}

Acadcnric

and

1tr1[.]rilirarinn.

Ivlnnipnlnti'on

th€'thiilgs,

tindings

Itcw

proposi{ions

oreonerpts

r€$t}lting

to

ge1reralizttions

and

dircovery

rrf

truth

rintl

irrtimate

knorvle


5/12

lfi

I'mupeetirr*

*rn

llesear*b

ililethorlolugy

l'

Re'seurch

ltas

an important

rolc

in guiding

social

planning.

Knou,lcdge

of'rhe

society

and

the

ctrttural

lrthnvitrur

of

people

rcqulre

proFer

plnnning

lbr the

ir

we

il

developrnrnt

becatrse

botll

thc

knowledge

sn4

thc

cttlturirl

belraviour

of

htrmsn

bslng *rc

inrcrnJeperrdent.

A reliable

ns

rvell

as

thcrual

knorvledge

nr*y*b*

uuno*,

nceded

to

tnke

*lecision

for planning"Ilris

is

possible

by

menns

ot're$earch.

Social

research

is

generaliy

*or,.rh

trtttclt more than tl}e

fost illctlffed

ovet'it,

h

is

an

as

importanr

as

physical

research

6f

the

area

since

the

i'\r'rccess

oIthe

fcnrler

depelrds

ultinlcttrll'

on

people's

acceprance

and

pa*icipation,

$o" any plan

tbr

succe.$s

nl't:urcconomic

denelopnrenl'

ileeds

lo

be taken

re.search,

A studl,cf

mndemiration

rrhich

nrny

be

ennsidered

u

unique

i]lilgile{ic

field

nf

socici

forees

Frrlling

in

opposite

direetionlighrly

otrservea

is

ro

be

quitc

re'calirrg

anct

enlighthg

berlfules its

feed,baek

theary.

3,

Knorvl*clge

i*aki*elofp*:rve.rr'vlilr

n'hich

one

can

tbrcsee

rhe

inrplications

of

a

pflrticularphenon:srir.

It

also

dispetls

the

'thrusr'

of

odd"seilings.

superstitions,

ctc.

and

light

is

throrvn

on

thelx

fcr

ryetfare

d*veloprrlent"l?Il'ls.

social

research

may havethe

sffec{

olipronroling

bctter

undcrstanding

and

sociai

eohcsion.

3' Itsssarth

is

rharyed

with

ruspsnsibility

ftrrefibctiie

fu:nctioning

of

facts.

Thus, it

affords

n

considerably

souud

basis

lbr prediction.

ofherwise

it leil{ls

to

faihire-bounrt

progr*r**

r,-hic,h

,rray

have

o,rri","lnrp*.,

ott

sttcicty'

l;or

example'

Chernobyl

Nuclcar

Plunt

disnstcr.

Another

is

Bhopal go,

oirosr"r.

ilr--.

prrjil;;

s*rv:es

be$er

s$lltrol

sver

the

phettomena

and

helps

is

successful

plan.

rhis

tel*s

torvards

cherisired

goals.

l;or

cxutrpl*"

vigor*trr

innovativs

rne*silred

tn

*grieutture

for

higicr.

productiviry

resrrlti'g

a

ftrs*

of

150

tnilli$n

tonnss

of

faodgralnspraduction

has

achieve,l.

"llre

impleminratiou

af

familyplannin

rvith[r"a;ction

i"s

nnsthcr

examplt.

ln

otfter

rvor'ds,

sfforts'

sre

taksfi

to c-urb

populalion

explosion,

on

sne

side

and

on

rh .

other.

tneasures

ia

raisc

agricultural

production

4' lt

is

role

of

the rtsearcher

to

etTect

constant

inrprovenrent

in

techniques

of

his

trade,

i.u.

rese.areh.

Ile

i*

irr

spttitl'tenlporal

contexts.

each

challenging

his

aitack

is

facrd rvitli

the

neetl

to

improve

up'n

1is

techniques'

ln

other

word$"

the

technique

of

rueirch

has

to

becarnc,

gre-i*r

p*ir**,inn,

$o

big

contentnrenr

irr

re*enrch

and

*o

big

revolutionary

in

technological

changc.

sxanrples

are

elec$ronics.

indusrrialiuarlon.

NiN.tur*

of

Rescnrch

Thc

gocl

af

res+*rch

ls

to

ir,nprov* the

levelr:f

living

in

roeiety.

The

rvord

rssearch

cani*s

an

aura

*i,

r€rp€ct'

'[he

ptestiga

of

nrush

is greai

and

is

equally

emphlashed

o"

i],"

,*u.rr*h*,

to

chrliengc

the

problenr

tlr*t

nesds

tc

he

solved

evcn

though

the

s'ituation

iira.

*y

d

the

scope

ef

rrsear€h.

$cme

people

think

rhc

I

esearch

is a

qnaste

af

fims,

efrort

nfig

montyi

*nd

furrher

tt

i*k

rh*t*o**

gur*

,i*irch

i*

nceded

for

prncricnl

vtrlues'

rersoclalopinion

gtrided

by

prejudicra

*rdognratisrn

nray

b,*ccnccded

in

nilture

of

problem

but

cm

e

solv*d

orrly

orr

$rc

fuasis

qf

rnse*rcfi

tlvidence,

nlirsear,;ti*.

hu*

t*

i*rpl;il;

mor*

elfecrivsly

6is

vsl

ue

iudgmenr

fnr

the

besefh

sf

nr*eh

m

ghe

sseict)r.

Th,en,

the

queelion

artxee

wh*t

is

ttlc

benefit

ofreseflr$h

to thc

excarchs?onecan

pcr,htpr

sty

lhat

*

research

*qicyrlrc

int*llect$nl

&cedom

una

i*o*p*nden*linking,

*d

an

h*ve

u rcw*rding

experiunces.

And

ftrrfisr

n**.

lt

x

it",{rese*r*her}

as

.aui*e,

has

ro

1uke

rtrre

sociery

orvsfih,

right

paffr

sf

devElopnnent.

Rescsrch

ic

the prwess

of

ardving

nt

dependable

sCIlutions^

ro

problen:*

thmugh

the planued

and

yttBnrati€

eolle+tio*,

nrulysi*,

*tld

inttrprttation

of

data.

trt

is

a,rnost

innpri,tant

toot

r*r

aavan*ing,knowledga

t$r

prynotinq.ryogTe'sst

fg

relqring

mnn er*etyeildir

;;"lr-nme,nr

and

Ec

rexolire,fii*

eonflietsr

, . .

,.

Research

is

dcvarcd

ro

rhe

discovery

ar

thi

conditions

;.;;;

;;;;

**;;

ffiffiH

*rurr.

t'esecrth

is

CIrientqd

to-rvard

ths

discovs-ry

of

ftrnctisreal

relntiqr*ehfps

ffiat

nn*Ii

u*oog

phcnomena.

The

rirnary

purpo*n'of

re*efifch

is

tsditcov*r.priueiples

*utl*u*g

uoiversaN

applicetiufls.

Re*ef,reh

i*

thefornral.

y.stematic'

ttfld

intfi?$ive

procast

af c*rrying

ori

a

*uiextific

rn*thod

*ru**fv*l*

'

*Kesc*tth

ttta;y

be

de'fined

'a$

thu

systrinarie

and

objeetive

*rxrly**s

an*

ffis;i*ing

rorrtrolled

obscrrrlrjsrls

thet

rnny

leadrc

su

developm*'rlt

uf

se#rnlirltions,

prife.ipteorthcories,

rwulring1n

prodtrcrion

and

pos*ibtry

u

lt

i*nfiffi

f.CInrol

nf

evrnlr';

{$s$

snJ

Kdrn

I

$,fiS},


6/12

Cnnc*pt,

Nsfqre

s,nd

S*Fniifir*nte

of

Rese,*rch

lg

"t'ssearch--"

ref'ers

to

llre

sctivity

ofcollecting

information

in

an

orderly

and

systemutic

fashion,'{Comell"

t.).56).

Resesrch

is a

sy-stentatic

attcnrpt

to

provide

answeffi

to

quest,ions.

ln

the

case

of

ir:*i*

ee.rer'ci

these

elns\ilBrs

rn*y

b{: abstract

or

generaln

rvhereils

in

denntxtatipn

w

ttppliedr.e.rc.dru/i

ttu

*n*"r,,nrv

Ua

Itighly ctlnfrele

and

spccific,

In

borh

types

of research,

{he invcsrigarors

uncover

fac6

and

thcn

lormularc

a

gen+ralization

based

on tltc

interprctation

of

thore

lacts.

Basic

resEarch

iscsncemrdrvitlr

the

r*lationship

hretlveert

two

CIl more variables

bul

it

rloes

nol

ollen

provicie

intrnediately

usrrbl*

infurination

for

altering

gle

environment..lts

purpose

rather

is

to

de velop

a

nrcrdeln

or theory,

tlrat:idintifies

utt

tt

o

.*t;;*wJ;;i*i

ln

,

particularenvironment

and

hypothesizes

their

retationship,

By

uiing

the

lindings

of

b4sic

re.cearch

in

Education

it is

possible

to

develop

a

product

i.c-

a

given

curriculum,

a

panicular

teacher-Laining

progri,n*],

*-rl*t

or

un

audiovisuol

aid.

To lest

the

product

is the province

of

applied

research,

ofren

called

demonstration.

ln

efTect.

applied

research

is

a tes

or tryout

that

inclutJes

systematic

evaluation,

""1'hus.

rcsearch

is

an

ab.iective,

inrpartial.

enrpirical,

and

logicalanolysis

arird

resording

ol'controlled

ob'servat'itln*

{hat may

lead

to

the

de

velopmsnt

ol'gcneralizationslprinciples

ol. tlreor:ies,

,*r-uiriog ,o

ronr*

cxtenl'

in

predietion

nnd

conlrol

of

cvents

thal

may

be

consequeneas

or

causes

ot'speeil'ic

phcnoireir,r."

Ch:rrnctcristics

of

Research

-

Ile'rc*'z.rcf

ff

-r}-*tem

arfu;

ll

is

a

structurerd pr:occss.

Il

ha*

carefully

rJesigned

procedures.

Rcsear*h

is

rnrely

a

blind,

shorgun

irrveslig.aticn.

*-

Rexearch

is

logical

attd

ohiealves,

applying

every

possible

test

to

validate

tlre

procedures

enrployed,

th*

dara

collected,

and

the

cortclusion

rcaclled,

ihe

emphasis

of

th*

o**uorrh*,

is

on

resrin

radrs,

fhsn

on

proving

rhe

hypothesis.

**

fre're*t'e.A

i-T

empirical"

l't is

the

collettion

of

data

that

ideulifies

research

as

aR

empirical

process.

Reses' 'ch

ie

bnscd

upon

obsen'ed

cxperiencc

or

empirienl

evid*nce.

Research

rejects

revelaiion

and

riogrna as

methods

of

establishr:s,l

knolvledgc.

It

rcccpts

only

whar'can bc

verifie


7/12

20 lrerspectites

on liesearch

lf.lrathctlolo,gy

rransitory

in

nalurc

than

are products

of

other

problem-solving

processes.

**

llesearr.A

is

c*rrrcrc

t*rized

by

patie'nl

anel

utihllrried

actitilli,lt

is

rare ly $pesmcrllar"

-^* Researsh samelinw.r

requires

tourage

tofaee

lhle

oppasltian'

'['hus"

the

know]edgc

gained

by

reseorch

ir of the highesr

ordcr.

ll

is not

bassd

on

assumptions,

beliefs

and

unlessEd

generalizations.

"To

seek

$rch

knowledge a

rcsearsher

must

develop

scholarship,

accurnte

r.rbservation"

integritl',

willingncss

to sflend long

hours

to ccllecl

nnd

rtudy all forms

of evidence

belbre

nrrivin-q at

conclusions*

and

the ability

to re{ogrize

cau$al

relarionships. and originally

and

objectivity

in

th

inkirrg."

'[''he

term

"re

geflrch"

is

uset]

tollre

more

s-vstematic

arrd

fbm,al

search

fbr

ordsrliness amongphefiolrtel]n.

lr.lany.

(

l9?0)

detiled

research

"ds

lhe systematic,

objective,

an accurate

searcb

for

ttre solufiEln

to,n

rvell-

de

f inetj problern."

Research

is the

fifth

step o,fthc

se

ientiltc

melhod-f.s,,

to

the

testing of

thc hypothesis"

tsnt

it

is

irrst

in

the narrow

sense.

'l'hc

Conditions

for

Researclt

(

l),,\

unified

progrurnrne

of

rcseurch

qhoulclbe

haserl

on a csrnmo$ $ysrcfil cllconstrlrcts,ancl

are

fly:ipg

rhcory.

Such

conceptual

sysrem

cannot

be developed

hr

short

order. They

requir,€

fln

extended

period

ol'

cleveloFinerlt,

Il

fequires nruch

qltpsricnce

rvith

the field, ond such

experienee

eomes

c:rly through

close

cuntact

rvith

the

ptanning and

execulion

of

rescnrctr-

(3i

A

progra*rm* of r"rearch

develops

out of a serics of

oflen loosely

connected investigation$,

each

of

rvhieh

is

tlesigned to explore

one of

several

possible

directlons

nlong

rvhlch

the

prograurrne

ruight der.elop.

"fhe

exploralion msy

tle

a

precursor

of systematic

and

programmatie

research,

t3)

Rssearclr-by-fonnula

ncglee*

the weative

aspect

to

rssearch

which

is

essential for

genuiue

discovery,

tlle

heart ot'every

signil'iearrt

research enterprise.

{4)

Thrr mnturity of

.iudgurneilt

decide*

rvhat

is and

rvhat

is not invesrigatory.

It

depends

on

rvide

exprriencc

in

the field. A

successful

independcnt

rcsesrch

may requirc

a

life

time

preparation

'Ilnsic

llcse.nreh, .A.pplied Research

and

Action Researclr

{l}

fiasfu

Re$eerch

ar

Fanclansntal

Rese$rch

or Pure Eese.ur,cl;:

The te,rm basic

and

applied

refer

ts th€

uxtent fo

which

the research

is directed torvards

rhe

sotution

of

the

problem.

"Basic

,*uoi"j,

i:s

derigned to

add

to an organized

bndy

of

sci*ntifir

knowledge

and does

not

nees$mrily

produce

rssillt$

of

irnmedi*tc

practicalvrlue.

Applied

rc*earch is undertaken

tosolve

an

imrnediat*pr*ctieal

problcrna*d

the

goal

of

adding

to *sicnlifie

know{edge isseeondary"

(Trawrs,

1958}.

Eusic ruteersh

is

concsrne

L\fith

the

fbrrnulatiou

of

theory

sr a co$tribu:ior to

the

sxifting

body of

knowle.dge.

It obtains and

u$es

the

cmpiri*al d,atn ts fonnulntq

+xpsnd on syaluatc theory. Thar is why

it

is

atlso

terrusd

a$

*pure'

or

*f*lrducneital'

rese&rch.

lthas

"druwn

ib

p,f,t €nr

and

spiritfrom

th*

phyrical

wicnet.

It reepires

*

rigo'rous

a:nd

structured

analysis. lt

nmploys carcfirl snmpli*g

prccedure

to

dcveNop

theorfas

by

rl

iscovering

proved

guneral

ization r

or principles.

"Themain

aim

ofbssicresearch isthediscoveryof knorvledgesolelyforthe

sakeofknowledge.lthas

,

lir.tle

cence{t

for

the *ppli*atior,r uf,tlrr:tinding*

o* rn*iul usafulaele,o,ftlt;

tindinsF."

'i '

Fundamenlal

research

is usually

carried

in

a

laboratory situation, in

psychology

often

rvith

animals as

subj*cts.

This

typo

of

rcs€*reh

has

Een

prhuarily

the artivity

of

p*yebologists

reth€r

than

educatcrs.

tlJ

Apptied Researalx The purposer

of npplied

rs*ear*h is irnproving

a

prad:u*t

sr *

Frocs$s-t{sting

theoretical

cCIncepts in

achral

preblem

situations.

It

hss

slso ruesr oftfre sluractEristiss

of fundsffisttal

re*esrctu

including the use ofsalxpling tectuliqurs

nnd the

subs*qaent

infercnc.cs &houl the

inrget

pcpulntion"

.

Appli+d rsscarch is

dlrceted tsrvst{ls

t}e

s*lstion

n,f

immcdinte,

specifie nud

pr+xieal prablems.

Ir has


8/12

(io*ccpl*

l*Eturc

anil

tiignifrcitnce

of

Resuarch

?'l

Ititi$n:,|i:'1;:::-#::;hT;]*xuiscorr1-̂ i"i-]'^:,oo-*impc*tnceona

;[:ilJ1{:ipil'l';l;,i,liliffi

ffi

}

ii*

nouii',es

,*

to

t

*,

evaluated

irt

te

rnts

*I

local

toXliffilllt-";;;fiffiffiX

tffil;::l;;

I

l''c'resunt

d;

;;;;"i'

:l:.ff

1,;ll,H:f

ur*rvrh

,r,rhc

,,*ri

r,.,,

rhc

enrpiric{f*:Ul"iTH:iliil;;'"*,

*or',inf

reurnrrrg

processes

und

ied,-,-,,.r..to,itun..,,pt,iiJ.*:*l-xliT;*rhedcvelop*-*;;;;'tin brthcoricstr[

ili*:f:*+*l#fTlff;',':

,*o;--"

sc*roor

p*etiees

and

ndd

ro

Ersa*r

teacrtct

;

i

--"*l*l,::Til:l.:l':.'' ",}:l".-:;;';.usedonimlrrediateioo1"?::"l;Hllil[-il"# ffi:'..*

''''*'

,=i.,.'

ttotr

Resartni:rr:

Actiq:*

'-'loi*r,r-;;;;

*" $:li'Jrill1;::iil

l;;;;;;

;

,,J

i*p..*,

J;llili

,r,.u,v.,,

:''l:::flffii.j}'il*T

illilJ;i"ir,

"4

-",Xilf;l'$ll';i.Ti,l';search

processcs,

r

ilH*15;lJilii:ti;,*":ffi

t1f;

i*i::T,ffi

1,":.*,ffi"'$',ff"t..ffi

ffi

;'lstc)v""r"'

l;;;*il;-;rir-u,n'*uo,*rrarn'toniouslil';;;;"r.-,,"r:T*,:i::**l*,:"*ll',iil:lxJ'illia.ti,:n

:,;';;;-,'

be

nrutrc

trrJL:ff1:Til,-*;;-

actiotr

':':ffrh*H;f'*t::Jffi

i''*"0-,

i.111-nrecticll

Surne

Peol

,*u*n*i,i,o;,-i:;;;;"r-,":l'+*T;;UUt'ml,*':{$fi-,::i?ip-ilit,.ffi:lT*.-

;;;1.'*'"rlt:t'J,'.li:'T:::Y"l1i,Hru;br-{i:ti:::T?::#ll'li,llli;;'prii.aor,feclli3,noriented

'u.tion

reseirtrh

waslhe

tt::it::lr.l:";;;;;isril

"Action

research

ts

{t:t-ti::;:i''i",*t

*r.'"

rtill

ntake

srrd

,r,..

u,,,

i

n

ii;

ffi

;il

;,u

J-il:

liiiffi lt:U

m;[:il

i]','ll

J*,ii

i

"

""

w

h

o

*

i

I

I

lil:T',l,i#Jl:l'lH*'o*-:*:H;;';;;,--rrerd

orsociar.psvch*ffJ,il'il-"1i,ll;l**1"il:

i\ction

researclt

staned

t-

'Ot,',i;r;;1"**"*t

of

both

reseurch

tpltinliro*

setting'

Collicr

f

igaS)

ttsctl

rlris

nlovcrn€nr

has

had

ns

its

goal

irdr,*ation*l

problemsin

particulnr

ttttttttur

r*rerrch

nrusr

be

carriecl

into

jnt*;*Hil:*;:JlJ::nilt*rtr*:*:"-:l*xll:ruff

.Fffi

'illFJ;**-':*h:11*i*is$a'lor

c

f

l'cc

t

by

t

t'*

ao

nr'i''i'It-lt1

-ttc

11|avnr

on'

an

d

be

en

ttcts

rrrr:

rayrnun

musr

rheinserues

pni.tiffi'il-*i**,y

i*,ff;ffi;'ilp*iru**u

tiilit;t"

their

own

areas

of

neetr"

.*n**;nrar

recearch

and

actiontasear;:-[,$l*-J;1lJl"ffil#]'l:

'fo

difTerentiate

bet$:e::

*J;S1ill11iiii'ffii

fenentizntll'*n,,*

action

'*"*'*f

i'-o'ne

r.

fi

[.,,H:i$;::l'**1'.i:llf

,-ffi;t1."1-:l;T3'ffi

,T:-:'ffi

#ilffi

nntryb;rie*ha'[the

p*npr.=filit1*ffi"[**il*X**tff;r

r,"il;;i'e

*oy3J**r

p'*i'.-ill','JLllsenr{:r':

tlisscnriDtrltoll

oI

lcrEe':':

-^;*-.

qr+

rriff€

apt

to

learn

ny

llll rr

v*rr

-"t

-

represe$rs

,,;

,_,iriir,ri,**rr*,1llffi;,

,r,

*

r--r

uv

ii'-i;;.;

experirnenrarion

and

€vntu

I

fi

rI

uen$un

srl

l{c*e'*t

r*h

r,,ru*n*ionu'Reseurctr":l;:Xtl:5;:lilf-,*';:l

;;jq'-nil :"H:il:*.;'tri,fii'"#*lH"'l;

;;:1i;"1*nX1ilfil"*-,Tll'J-A,6;i,11,,:il;;j5';;}:-ilJ:T:[[f-iln*kili-";ill['nl

iTT-'lhlfffiinl'lJl-'ilI,'lJl;lil,:''Y'fi:ft#or*,*,*r*ro*re{yiunortexrbooksandutherreamirrs

,.

*ffiT*G;,-r#::f;;i|,ll*W**il"rno*anse

on*l*oo*-i**r'i*

in

his

t-oreeas'u

err

:titis'

tCI

the

ti*sigl't

$f

eln*ur$$t:


9/12

,,,

1l

Perspeclivc*

on

Rcsc*rch

*,futhodotngy

rvhat

he

coutd

antJ

eoulql flot

are,6tnpllsh;

arrd

to

provide

the.principal

with

a sound

ba-ris

for

orgalrizing

rhe

lacultv

and

can

guide

him

in

providing

conditions

thaipenuiis

rhe ieach*rs

ro

u.uJop

tr,rr,

rr,r"p",i^rialiry

irs

prerfessional

persons

and

so

on.

'lltus"

educational

research

refss

tc

e:s1'slcrnali*

utiempt

togain

a

better

understanding of rhe

educational

Froccssi

with

a

view

to irnprove

its

efficieney.

lt

is

*n*pplicatisrr

oiscientific

rnerhod

to

the

siuay

oreducational

pr0hlenrs'

ln

the

fiekl of

education.

x'e

ielentify

r*c,ear**

wittr

a

betrer

understanding

of the

inci"iouri

a,,c

a

lret{er

understanding

ef

txr* teaching'ls*rningpr*eecs

*nd

the

crndifions

untler

rvhich

it

is most

successfully

cnrriEd

on.''lhus'.

educational

research

is

nn-*pplication

oflhe

nrain

principles

of

scfenrific

res€arch

rD

the

solutiun

of

edrre ntional

problem*.

sincc

edttcation

is

an

applied

sclence

so"research

in

educational

is nrostly

applied

research.

.. .

Thl

primary

tune

tit:*

oireseercf,t

$n

eduqation

*s

irr

medieine

is

to find

improvenenls

fbr

cdueatio^

or

nredicine

bsrh

to

be

urtdersiood

as

fields

ol-human

actions,

notas

field

of

knorvlcdge,,{Eric

Hylla

lgi6).

"llul-

edueational

ffi$€sf€:h

mry

b*

basic

tos.

Ir i*

b,asic

or

l'undamental

rvherr

it

is

not

concerncd

s.

rrtilcrh

rvitlt

day

to

day

mefters

arrd

spee{tic

phenomena

and

problem,s

u*

tuirt

tl:e

solution

of

lndanrental

problenrs'

snd

rvhen it

fssuhs

.in

broail

generalizatinn$

or

prin'ciples

and

tlreories

ol'educarion.

Discovery

o{-

sueh

useful

conrcep'ts

as

those

of

nlotivition,

reinforc*n

*0,,

coficept

fomration

anri

social

environrnent

ir:

lcarning

are

a result

of fundantental

educational

rcsearch."

(Suklliaa'd

Mehrorrr

;;6J:-'E'

vr'rrvrrrrr'

ln

the

field

nf

nction

msearch

a

teaeher

eeineiuets

*ctisn

rsse.arch

to

irirprove

his

orvn

teaching"

A

sclool

ndlninistratnrconducts

a*ion

res*archto

improv*his*dr*ihi*rrativ

u"t

noiJur.

in

**ti"n,.""arch.

rhe

teaclrer

is

delib$arcly

nrore

scientific

and

carefitl

in

iiiagnosirlg

fhs pr;bkm,

in

collectl"g

fo"tu"

in

designing

hypotlieses

itt

cxpcriments

witlr

tentativo pracrices

and

acrions,

a-n,J

in

evaluating

resuhs

Jtrt.r.

actio's

rakcn.

He

trics

t'

e*p expertmental

approach

torvards

prol.blem

solving

in

close

tcuetr

wirh

reality.

ihe

adiorr.reseilrch

may

be

irrdivi:dual

or ec*oper'ative.

tsur

it

is

fountt

that

ulrilnaiety

utilitarian

consioeraiions

irrt'ilrrate

inro

rhc

high

lsve

irrvesf

igirtiou*

and

pellute

the

spirit

of

pure

research.

Educational

Research

may

be lopked

at

in

two

ways,

vie.,

aeeording

to the

osyecr.r

thsr are

invcsrigat*d

nnd

ascording

t'*

cur

orrn"r.

"fltere

arc

t'ltto

impor:tant

classes

of

ofijeetr

sludicd

by

educational

re"senrchers.

{

I

}

lndividuals'

e"g',

pupils,

teachers,

resenrchers.

adlninistrators

etc.

(2)

organizario's,

€"g.,

classrocm,

$chorll.

r**O;;;;;;;.

-'"

-"-

'ltere

are

lwo

imporant

*ims

of ressarsh

involved

in

studying

these

objecrs:

tII

irnprrvingsrrviccs

t?)

lncreasingknowledge.

?hus'

Educattannl

R'Esearchm*y

rdnult,{n

improvrm*nt

in

tcaching

adm:inispaticn

or

human

rclaricns,

or

an

iRtrenss

in

compnmfive,

dovetoprnenHl,

h$soric*l

kn*rvl*dt;

ffi

it-

prtii**p*rlcal,

s$cinlogienl

or

sychological

faundaticns.

'"Edueational

research

would

be

grattly

acceleruted

in

its

usefulne*s

if

th*

researeher

u,ere

more

o

llcn

eltsitivc

to

the

centml

ethical

and

moral

problrrnr

of

educafion*

{Tnavers.

lgsg).

:

Educational

research rvorker

should

ancntrt

io

*iuuririlfi,i"ffirtiriiionrr..ips

among

evenrs

aRd

nor

mere

ly

stalisticatr

retuti*nst,ipr.

"-

Ths

researeh'

works

i*

etlucnlion

*ry*l{

sttenrpt

tsarld

ro

the

existing

brdy

cf

kn*rvledge

in rhe

lield

a*d

n+r

rner*ly

to

eo*triburs

isolrt*d

jten

slf inforffistion,

-*-

Fducati*rrul

ms*areh

represents

*n

*criviry

directsd

townrdthc

*levelopmefit

rlf

sfl

organiscd

l*rrly

r}f

scicfitifrc-knorvledge

about

tlm

evanl*

w{tb

whleh

edueerors

*r*

***[**cd,

It

*hcul.d

ennbh

the

*tlncerorto

det*nnin*iust

wh$t

reaehingand

o*her

lecmingeonul*.*t*pr..ii-

;ffiu*;

*.ii*r**

esircd

erpesm

of

lesmed

belrsviqrr

mn,lng

plrpil*,


10/12

culrc*11r.

i\ature

nnrt

signifirancr

of

Rcsenrch

?-l

*-

sinee

the

ccntral

fucus

oft

educ;ationai

rcscarch

is

_rhe

de

velopmcnr

of

rhe

pupil

devel'prnental

stlrdiss

eonsfitutea

majorarea

ofs'ducationa

research.

Developnruntri

,tu,ti*s

explore

the

inguence

of

specified

Eondilions

on

lr,unran

leaming

and

b*haviour

rni

rr,o

nrir.r'oja;;;;;;;;in*

u.noul

errr*ironment.

*-

Hrjusational

research

mny

bc carried

out

al

a numbcrof'difl'ere

nr

levels

olconrplexity,

w6ich

ranges

tiurn

*fie

solving

cf

lccal

problents

by

uellknou'n

rechniques

to ressarch

that

resulrs

in

nerv

tlreorrtical

devetroprrerfs

of

rvide

significance.

'

'-*

F;ducational

research

proviries-uselirl

arrcl

depcndable

krrorvtcdge

rhnrugh

ry6ich

thc

process

.f

ducaticn

ean

be

marh

more etfcctive.

"*

liorrnd

tlreor:ies

in

educatiort

can

be

csnbli.shed

througl:

an

intensivc

cnquiry

nlrnur

the

philosophical.

histarical.

u€onotnic.

psychologicalancl

sociological

irnpact,r,

uurinrrs

aspccrs

of.eilucalion.

-'*

HeJtlcatio[nl

ltesesl'ch.reprcsents

morc

tltan

the

rnere

application

of'tlrc

m*lcds

ancl

tlcorics

oi

tlrrr

related

sosial

sciencesto

educarional

probterns.

Rcsearch

in

cducation

n:ust

dev*lop

irs

orvn

body

ol

ollcsPfs'

tltesries

anel

principles

uniqucll,adtptcd

ro

rhe

orelcring

anJ prerlicrion

ul.evcrlrs

*,irlrin

tlre

eilucational

sphere

Limi&rtions

of

Educntiunll

Rtsearch

"ln

spite

of'the

cpplication

of

scientific

merhod

anel

refinement

of

research

tcchniques.

tools

and

esignr

education

a$

other

social

ilnd

b "havioural

*.ien*.s

has

not

urrainetl

the

perfection

and

scientific

tRtus

of

physical

scien'ces." (Koul,

l9s4)"

our

de

ficiEn"i",

,r"o, primarily

from

(

l)

s

lack

of

appreciarion

ol.

esearch

a$

tlie

vehicle

for

scientific

grorvilr,

ond

(?)

a

paraltel

lack

of

a

iheoretical

f,rarnervork

on rvhich

t*

,rr$cture

empiricut

fiirdings

to orient

the

efforts

of

the

perfection.

Hducalionat

REseareh

has

not

bren

able

to

establish

generaliations

cquivalsDt

tCI

the physical

scicnces.

\gain

there.is

luck

of

unaninrityamong

researchers

in

rhe

freld

nlfacts

and

explan*rio's.

lr

is

because

ot

rhese

im

itation*

thar

Ary

er

rrl

(l

rzi)

poinrJrr

out

rhat

erlucational

like

oiher

social

*ciences

r+nulcl

neysr rcalizs rhe

bj+ctives

of

science^as

conrpletely

as

the physical

scienccs,

$omc

.f

tlre

limirations

crf

$e

*ducariorral

eseurrh

ore

&$

lbllowing:

(llcawpl*uity

af

su,biert-ffiatter:

Educational

ressrch

de,als

r+irh

the

complex

natrlre

ofhunran

subjecrs-

t

has

unlirnittrd

nurnber

of,varriabl€s

acting

inelepenceniiyil

in

intemetion.

riiuin,ional

research

has

ro

deal

vith

nll

the

individual

r*iff-erene*s

of

its

subjects

una

inq

irnpner

o-f

group

on

the

individual

$,ith

at

its

iversitic.s,

{?}

Dfficutrrer

in

observarfon:

observation

of

humsn

lrehavisur

ix

mo,re

subje.ctivc

a'd

t*us

mnre

li

lcttlt

thirn

tht

obssn*atiotl

uf

phytical

ot

niorogi**l'filrro**ur.

Thus-

ir

has

r

clirec'

impn*

on

rhe

fiterpiarttion

rnd

csn*lusion

of

fte

sructy,

{3}

Di#crrflles

in

Repli*tttrern:

If

is

dirficutt

tn

mske

educatislna}

rcse*rc,h

i".'

ebjectiv*

os

;t

is

i'

,ee

rhysicat

seience,

Similsrly

ir

hrek*

prueision

and

repiid;;;;

orphyhc*

*ui*,***.

i,lue*tionrt

ptre:roryena

nre

ingrrlnr

svent$ thus

r'eplicatios

nni:objectivity

becorn*s

difficult

irr

educarisnal

r*sEsrc'es.

141

lnteraciinn

qf

oftsewer

and

subieeri:

llern

both

the

observ*r

*na

r"ni**,s

are

fiving

org*nisrn

s*

he

natttrtl't'ehavlours

of

thE subi'ects

*t

aifrirotr'rn

tlJp**u"*e

sf

ilr*

uuuu**..

The

observer,s

presencc

nns*

change

the

siruatisr,

,r.d.,

rhc

ngtur*l

hehaviour

af

truman

subj*ct.

{5)

o#cvfiier

a{r*rt#of:

Thc'igitl1on11ol

"#p-;ilenr$i

cenditions

ns

ir

is

tbund

in

rhe

physirur

cienee

is

nat

pnvsible

$n

education

reeeareh.

ltrere

the

fue*

er

hns

to

oed

o;iti

humar,r

s*bjects

wirrr

rrl

lre$r

moods'

phantastts,

i'rrdividunl

variaticns,and

**ny**iiul**u

ul**iiun*u*iy""

{6}

;j"*e*s*ra

*ew pr*hler'ns:

ltr"hs

tsols

ussd

zu

*ru*ur*ent

i*

+du*ation*i

u*s*arcrrcs

ars

r}st

so

vnri+r

nd

reliatrle

e$

fhos€

u.*ed

in

rhysie*l

sciences"

-**

Tlru

relntive

lack

of

orienmtion

of

sducnrors

tcrvard

res*arch

is

refleeterJ

in

the

eor,respnnclingl3i,


11/12

::=:s:1rF*{}',,:.t*ir:].rf1::::r=:::.:i

?'f

FtrsJrtctivus on

tlescnrrh

Nlethodology

iiradequute

status

of research.

l-here

is

dirrr.rharlage

trf

quolified

ressftrchefi$.

-"

Bel'ore

any

significat:t

inrprovenent

can

be expercred

in the

educationalenferpr:ise.

rhere

is

need

,-or

il nerv

disciplinc

oltrducation

tolirlly conlmitted

to re$r'arch

as

the

basis

fqrnctlucational

and

social

pro grc

s

s.

-*

Thelecruitnentol'cducationalrcsearchtraincesmustbehighlyselcctiveandrhcirtrainingparticularly

rigorous.

A greater

re

search

sophistiration

ou

tlrc

prrut

sf

all teachers

is

also

rssential.

'*'- There

is need

lirr

tlte

elkctive

disst;mirtati$tl

of

resttnrch

tindlngs.'l'lrer"e

is

il

Barallel

neecj

for

an

insightful

syntllcsis

of r-rrrJrirical

structure

.

'l'5'gres

ol'

Educationnl

Rcseirrch

"l-here

ilre so manY s\rsterns

to

classily

the

typcs

of crlucational

rescarctr.

Br.rr

it

should

bc

notcd

tlat

the

sY-stem

ol"r:lassificatiort

is

not important

in

itself

but

onty

has value

in

nurking

the

analvsis

of

research

pror"^9ssc$

morr3

conlprehcnsilrle,

So

a

simple

three-point-observation.

tlcscription

and

dnalysis*

ctassification

m0y lrc used

tr;

catcgorise

edtcational

rr.*earch.

Practically

all

studies

ftrll

urtrlgr

on€

er.

corrtbiriation.

of

these

lvpe-\.

(

I

)

l/rstorrc

ul Rc.scur


12/12

Concept,

fllflturc

nod

$igni{inn*ce

of

R*s*srch

tf

ribserved

eft'ects'

conlrol'

lnanipulation.

observolion,

and

repli*ction

a:re

fte

four

*sscntial

ehameteristics

trf

;s

pcrIlnelttal

rcsearch.

Step

in

Resenrch

process

As the

tducational

rescarch

is

thc

application

of

scicntific

method

to

tlre

study

of

*dusiltional

problenrs,

tlre

sleps

in

educntiortal

rescarch,

rheretbic,

are

nroxe

o,

l.u^*ld*ntical

to

tbose

or;ci*ntific

rne*l,J.

raltolving

s

* listing

snrl

br:ief

description

r:f

the steps

in

tt*

rur*i.it"process

each

of rvhich

rvillbe

discurssed

jn

detsil

rr

srrtrsequent

chapters

(l)

Ilentify:ing

u

prablene:

lds,'rrtifying

a

problcnr

is

rlre

most

difl*reulr

s$p

irr

the

ressrrch

pmeess.

Thc

tudent

lnust

discove

r

and

define

not

onir-.o ptontoo

r*"-i",

also

o

specific

probteln

rvithin

thatareathat

tre

hooscs

lo

stutly,

flron'r

the

field

of'his

interesr.

The problcrn

should

be

suclr

*u*

r*n

be

clearly

and

precisely

starr.d.

Thc

statcnrenr

of

the

probtem

must

be.o,npi*a*.

(2)

f'ormulution

of'a

llypothesis-a

huRch,

an

assumption

or

an

intelligent

guess:

o,nce

a

prnblern

has

recn

identificd'

tlte

rese*rcherolie

n

crnploys

rlre

iogicalpro'.**r

*r*guou*io.iiana

to

ilt*luctisn

ro

f;orm*rate

all I'xpcctali.n

of"lhe

outconte

of'lhe

study.

In

ither'rvords

he

coniectu**lo"

hypathesizes

about

rhe

:elirtion.rlti;]

be*r'e*n

rhe

conceprs

ittentified,ln

*e proor*,nl-:

'tY

vvrrrvrvrL'

r''

rtJrFulrrsslzqs

au{

T'hcre

shor'rld

tie

c$rcful

fr:nnulation

of

hyporhesi,

i'1"

fbr*urating

hypotheses,

the

res+archer

slroLritl

eep

in

rnind

lhal

the

hyporh€$es

nre

terrtative

generaliaations

sbout-t#;;*

of

tlre

difficutrty

*rrder

:onsiderntion,

calling

altenrjon

to

firndarnental

rei'trtionships

ur

possibl*

solutiors.,,

(li)

/r/e'?ryj'1"fig

anc

Lahe{ling

k'nriahle*:

After

ron*lil*ting

alrypothesir;

ttre reseflrcher

must

identify

rttd

labe

I

the

variables

both

in

the

hvpothqsis

and

elsst'h-r-

iiil.t-

ii[;;. ffi;;

*r*y

be

difTerenr

rypes

af

ariable*

such

as

independent'

depeiient,

n'roderator.

cgntrCIt

arrd

inrervening.

{4}

c#r:'rtrrlrrtfig

apetailaial

Definilions.'

The

ou*t**,

or

conceptilal

fbrms

el,

varinblcs

are

tc

be

c$erecl

irrt*

operational

fon*s.

llere

the

variables

are

stated

in

ohrer?able

nnd lneas$rable

tbn*s,

they

are

ndr

:avul

lab

h for

m

anipu

rati'n.

eo*tror

and

exam

inarron.'

-

{5} $danrp'lating

and

cant'ratling

tta r{t*s:it;;},

rhe

relafionship

behveen

variaSlcs,

rl*

researeher

tndenakes

brNh

r*aniputatian

and

coitrrrl,

Thc

.nn*up.liinternal

and

extem*l

validity

ars

btrsic

to

thjs

undcrtaking

(6)

cbrrsrnrcting

a

Rese*rch

Desff-

A

rescarch

design

is

a

specifiJdrion

ofoperations

for

the

testing

iltJJIIif

;ff,lfiJ*ffi:n

set

orconiitio"u.

'rhe

,esearctrhas

rl

uecioc

i"r,J,yp,

orresearch

dcsign

he

{7}

ldafifltiug

't

contlt',,rcting

Devicet.for

ohserc,,rion

and

lu{eqsureraenri

once

the

renearaher

has

perntionally

d*fined

the

varitbles

in'a

st*dy

ano

ct osen

,hu

a*rigo"

he

mnst

adopt

of

ssns.,"oist

deviccs

f,or

ir

easuring

sc

lecred

vrrinb

les.

{s)

?he

I'fetl'*d

m*e

r+rrr*

The

researcher

has

to

scteqtthc

rsssarch

methads

ar*

g*ncralry

classified

in

hree

categeries:

{i)

f

istoflal

{ii}

Descriptivc

{iii)

d.e-rm--*al.

flrc

method

io

n*

ouu.r

is

tlc{ennined.by

rhel{rlurc

of

the

probr*rn

and the

type

of

daia

requircd

rirfire

e*rBo"'v

"'Lr'rv*

rv

w '

.-

t91

D*to

c*lt'ertion;

Tris

sre-p

is

concernod

witrr

rhEprssedurEs

and

terhniques

to

be

adoptcd

fur data

ollectinn'

It

dnpends

on

the

nature

sf

the

samplr

ehosen

roi

ttr*

rtouy-

Ifreferr

m

selecr*on

$nd

develnp*rent

l{'ttqla

galhering

drvircs.such

as

tests,

q,,urrii*ui6;*r;**les,

interviews*

ob*eru&fion"

checktrist$

and

fi{t

liks'

$i*rce

rdany

sttl{iits

i*r

edusa*'p*

and

in

alliei

t;rd

rery

on

quffitlspn'ircs

*,ud

interyiewc

rs

rheir

'rrtiR

s"rreE

of datn

it

inel*dm

the

terfuriques

fbr...d;;;irg

nnd

using

these

rfleas$rumenr

devices.

{l$}

'4tro{u

i'x

and

ltrrwprerat*n

,$:

fr*:tf"r

gu

*ir

*p

ii*

e*r*

;s

fi

uc

analys*d

ana

inrerprerrd

vnry

ur*tully

keepi*g

in

vicw

the

objectivcs

olfhe

study.-ri

rrrr*

purposc

npprcpriate

srati:iric.ar

sntJ

uthcr

cchniques

&rE

to,b*

apptied

fsr

the proces-sing

of

the

d$ta.

concept, nature, and significance of research

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