lecture 1 intro to edu research
TRANSCRIPT
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Action Research 1 - TESL(TSL3133)
Introduction to Educational Research
Dr Azleena Mohamad
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Signpost An overview of the scientific method andeducational research
The classification of types of research bypurposeThe classification of types of research bymethodExamples of types of research
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Ways of KnowingPersonal experience
Relying on ones knowledge of priorexperiencesLimitations
How one is affected by an event depends onwho one isOne frequently needs to know something thatcannot by learned through experience
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The Scientific MethodThe goal of the scientific method is toexplain, predict, and/or control phenomena
This involves the acquisition of knowledgeand the development and testing of theoryThe use of the scientific method is moreefficient and reliable than any other source ofknowledge
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The Scientific MethodFive steps in the scientific method
Recognition and definition of the problemFormulation of hypothesesCollection of data
Analysis of data
Stating conclusions(Kerlinger, 1972; Leedy & Ormrod, 2001)
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The Scientific MethodLimitations of the scientific method
Inability to answer value-based questionsinvolving should Inability to capture the full richness andcomplexities of the participants
Limitations of our measurementinstrumentsEthical and legal responsibilities
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What is Research?Creative work undertaken systematicallyto increase the stock of knowledge (ofhumanity, culture and society), and theuse of this knowledge to devise newapplications (OECD)
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What is research?activity classified as research is characterisedby originality
investigation is a primary aim results are sufficiently general for humanity'sstock of knowledge (theoretical and/orpractical) to be recognisably increasedincludes empirical and non-empirical work
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Educational ResearchPair work
Why read educational research?Why do educational research?
Prepare to share 2 or more reasons
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Why read educational research?Notions of evidence-based practiceStay abreast of current and emerging in the field
of education (Bull, 2014) Add to our knowledge (Creswell, 2014)Improves practice (Creswell, 2014)Informs policy debates (Creswell, 2014)
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Why do educational research? Add to the stock of knowledge in the discipline(BERA, 2013)
Vital contribution to practice and policy ineducation and to wider society (BERA, 2013)Need for continued research (Boykin, 1972)Research for the future (Boykin, 1972)
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Educational ResearchThe application of the scientific method
to study educational problemsThe goal is to explain, predict, and/orcontrol educational phenomena
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Educational ResearchSteps for conducting educational research(Creswell, 2014)
Identifying a research problemReviewing the literatureSpecifying a purpose for researchCollecting data
Analysing and interpreting the dataReporting and evaluating research
Parallels the steps in the scientific method
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Educational ResearchDifficulties conducting educational research
Involves human beings and the complexitiesassociated with themDifficulties generalizing from specific studiesProblems when imposing sufficient controls toconduct research in educational settingsComplications when observing in educationalsettingsIndirect measurement of the variables beingstudied
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Ethics of educational researchinformed consentgaining access to and acceptance in the researchsettingthe nature of ethics in social research generallysources of tension in the ethical debate, includingnon- malecence, benecence and human dignity,absolutist and relativist ethicsproblems and dilemmas confronting the researcher,including matters of privacy, anonymity,condentiality, betrayal and deception
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The Purposes of ResearchFive categories
Basic AppliedEvaluationResearch and development (R & D)
Action
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The Purposes of ResearchBasic research
Collection and analysis of data to developor enhance theoryExamples related to learning theory
Piaget
ConstructivismMastery learningGardners multiple intelligences
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The Purposes of Research Applied research
Collection and analysis of data to examine theusefulness of theory in solving practicaleducational problemsExamples
Developing a seventh grade social studies curriculumaround a problem-solving approach to learningExamining the effectiveness of a computer-based algebraprogram developed around a mastery learning approach
Accommodating varied learning styles when teachinglessons in modern literature
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The Purposes of ResearchThe interaction of basic and appliedresearch
Basic research provides the theory thatproduces the concepts for solvingeducational problems
Applied research provides the data to helpsupport, guide, and revise thedevelopment theory
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The Purposes of ResearchEvaluation research
The collection and analysis of data to makedecisions related to the merit or worth of aspecific program
Merit relates to a program accomplishing whatit was supposed to accomplishWorth relates to the value attached to aprogram by those using it
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The Purposes of ResearchEvaluation research
Types of evaluationFormative evaluation is designed to inform andimprove a program while it is being developedor implementedSummative evaluation is designed to make
decisions regarding the overall quality of theprogram being evaluated
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The Purposes of ResearchEvaluation research
Examples
The computerized algebra program being usedin Williams Middle School has been installedproperly, is being used properly, and studentachievement is increasing as a result of its useThe computerized algebra program being usedin Williams Middle School is perceived to be anefficient and effective expenditure of districtfunds
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The Purposes of Research Action research
The collection and analysis of data to provide a
solution to the practical, valued problems ofeducators within their own school or organizationExamples
How can our college move to a performance basedmodel for undergraduate teacher preparation programs?How can disciplinary policies be enforced consistently inour school?
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Positivist Approach
(Cohen, Manion, Morrison 2007)Strives for :
objectivity,measurability,predictability,controllability,patterning,the construction of laws and rules of behaviour, andthe ascription of casuality
Observed phenomena is important
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Interpretative Approach
(Cohen, Manion, Morrison 2007)Strive to understand and interpret theworld in terms of its actorsMeanings and interpretations areparamount
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Flow of the Research Process
(Quantitative & Qualitative)
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Quantitative ApproachGeneral purpose
Collect and analyze data to explain, predict, orcontrol phenomena of interest
Describe current conditionsInvestigate relationshipsStudy causes and effects
Assumptions of the researcherWe live in a stable, uniform, and coherent worldWe can measure, understand, and generalizeabout our worldGenerally regarded as a positivistic perspective
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Quantitative ApproachCharacteristics
Numerical data
Use of formally stated hypotheses and proceduresUse of controls to minimize the effects of factorsthat could interfere with the outcome of theresearch
Large numbers of participating subjects An objective, detached researcherUse of pencil and paper tests, questionnaires, etc.
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Quantitative ApproachFour basic designs
Experimental
Quasi-experimentalCorrelationalSurvey
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Quantitative DesignsExperimental
Purpose to establish cause and effectrelationships between variablesExamples
What is the effect of teaching with (1) a co-operativegroups strategy or (2) a traditional lecture approach onstudents achievement? What is the effect of teaching with manipulatives vs. atraditional algorithm approach on students test scores?
The important characteristics are that theresearcher manipulates the independent variableand controls extraneous variables
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Quantitative DesignsQuasi-experimental
Similar to the experimental design, but lacks the keyingredient, random assignment
Easily and more frequently implementedExtensively used in the social sciences
A useful method for measuring social variablesTwo classic quasi-experimental designs
The Nonequivalent Groups DesignThe Regression-Discontinuity Design
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Weaknesses of Quasi-Experimental DesignWithout proper randomization, statistical tests can bemeaningless
Do not explain any pre-existing factors andinfluences outside of the experiment
The researcher needs to control additionalfactors that may have affected the resultsSome form of pre-testing or random selectionmay be necessary to explain statistical resultsthoroughly
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Example of Quasi-Experimental Design in
GeographyBaker and White (2003)
The Effects of GIS on Students Attitudes, Self -efficacy, and Achievement in Middle School Science ClassroomsConducted the Nonequivalent quasi-experimental design
Two eighth grade teachers, across ten classroomsTotal 192 eighth grade students participatedTreatment group: used a Web-based GIS applicationControl group: used paper maps
TreatmentGroup
ControlGroup
Instructor 1 51 36
Instructor 2 42 63
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Example of Quasi-Experimental Design in
GeographyImpossible to randomly assign each studentto a GIS or paper mapping conditions
Randomly assigned whole classes to twoconditionsDifferent instructors affected the resultsdifferently
Instructor effect played a substantial rolein student attitudes and self-efficacy
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Quantitative DesignsCorrelational
Purpose to ascertain the extent to which two or
more variables are statistically relatedExamplesWhat is the relationship between ACT scores and freshmangrades?Is a teachers sense of efficacy related to his/her effectiveness?
Do significant relationships exist between the types of activitiesused in math classrooms and student achievement?
This design does NOT imply causation
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Quantitative DesignsSurvey
Purpose to describe the current status of avariable of interest to the researcherExamples
How many students drop out of school in Louisiana?What are the attitudes of parents, students, and teachersconcerning an extended school year?What kinds of activities typically occur in sixth-grade artclasses, and how frequently does each occur?To what extent are elementary teachers using mathmanipulatives?
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Qualitative MethodsCharacteristics
There are no hypotheses guiding the researcher, rather ageneral issue known as the foreshadowed problem suggests
the general issues of concernProblems and methods tend to evolve over the course of thestudy as understanding of the research context andparticipants deepensPhenomena are examined as they exist in a natural context,and they are viewed from the participants perspectives There are few participants involved in the studyData analysis is interpretative in natureThe researcher interacts extensively with the participants
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Qualitative MethodsThree basic designs
NarrativeEthnographyCase study
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Qualitative DesignsEthnographyPurpose to obtain an understanding of theshared beliefs and practices of a particular groupor cultureExamples
What is the nature of the problems teachers encounterwhen they begin using a constructivist approach to
instruction after having taught using a very traditionalapproach for ten years?Why does a sense of failure permeate everything aboutthis particular high school?
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Qualitative DesignsCase Study
The essence of a case study, the central
tendency among all types of case study is thatit tries to illuminate a decision or set ofdecisions: why they were taken, how theywere implemented, and with what result.
Yin, Robert (1994) "Ch 1: Designing Case Studies," Case Study Research: Design & Methods , 2nd edition, ThousandOaks, CA: Sage Publications
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Usefulness of Case StudiesCase studies can be:ExploratoryExplanatoryDescriptive (Yin, 1994)
Case studies can be used to:Provide description
Test theoryGenerate theory (Eisenhardt, 1989).
Yin, Robert (1994) "Ch 1: Designing Case Studies," Case Study Research: Design & Methods , 2nd edition, Thousand Oaks, CA: SagePublicationsEisenhardt, Kathleen M., (1989) "Building Theories From Case Study Research," Academy Of Management Review , 14(4) 532-550.
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Combined Research DesignsMixed Method Research
Data collection quantitative data and
qualitative dataThe combination of both forms of dataprovides a better understanding of aresearch problem than either quantitativeor qualitative data by itself (Creswell,2014)
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Combined Research Designs
(Creswell, 2014)Mixed method designsProcedures for collecting, analysing and mixingboth quantitative and qualitative data in a singlestudy or in a multiphase series of studiesIn this process need to decide on the emphasisgiven to each form of data (priority), which tocollect first (concurrent/ sequential), how data willbe mixed (integrating/connecting), and whethertheory will be used to guide the study (e.gadvocacy/ social science theory)
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Combined Research Designs Action Research DesignsOften utilise both quantitative and qualitative dataBut focus more on procedures useful in addressing
practical problems in schools and the classroomsSystematic procedures used by teachers to gatherquantitative and qualitative data to addressimprovements in their educational settings, their
teaching and the learning of their studentsSome seek to address and solve local, practicalproblems, e.g a classroom-discipline issue for a teacheror the objective is to empower, transform and
emancipate individuals in educational settings
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SummaryNo
1 QuantitativeResearchDesign
Experimental/ Quasi-experimental Research
Explaining whether an interventioninfluences an outcome for one group asopposed to another group
Correlational Research Associating or relating variables in apredictable pattern for one group ofindividuals
Survey Research Describing trends for a population of people
2 QualitativeResearchDesign
Ethnographic Research Exploring the shared culture of a group ofpeople
Narrative Research Exploring individual stories to describe thelives of people
3 CombinedResearchDesigns
Mixed Method Research Combining quantitative and qualitative datato best understand and explain a researchproblem
Action Research Using quantitative and qualitative data forindividuals to study education problems thatthey face in their settings
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Quantitative and QualitativeMethods
Complementary nature of quantitative andqualitative approaches
Different purposes of researchExplanatoryExploratory
Consideration of the strengths and weaknesses ofdifferent approaches for specific purposes
Quantitative versus Qualitative Research
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Quantitative and QualitativeMethods
The ultimate goal when choosing a design isto produce a credible answer to the researchquestion
The research question drives the choice of aresearch designThe characteristics of specific designs suggestthey will produce more credible answers to
specific types of research questions than otherdesignsSpecific purposesSpecific procedures and analyses for each design