TSL3113 2015

1 | C a p r i M a X o X o

TSL3113

TOPIC 1 INTRODUCTION TO RESEARCH

METHODS IN EDUCATION

AIMS OF EDUCATIONAL RESEARCH

To explain, predict & control

educational phenomena

A disciplined attempt to address

questions/solve problems for

description, explanation,

generalization & prediction

CHARACTERISTICS OF EDUCATIONAL

RESEARCH

Solve problem

Gathering data

Observable/empirical evidence

Accurate observation & description

Designed procedures & rigorous

analysis

Emphasise the development of

generalisations, principles/theories

Have expertise-familiarity with the field,

competence in methodology,

technical skills

Attempts in finding objective, unbiased

solution

Deliberate & unhurried

Carefully recorded & reported

APPROACHES IN EDUCATIONAL RESEARCH

1. The Positivist Approach (Quantitative)

What? Researcher decides

what to study, asks

specific, narrow

questions, collects

numeric data, analyse

numbers using statistics,

unbiased, objective

manner

Identifying

problem

Trends/explanation of

relationship among

variables

Literature review Major role

Justify research

problem & provides

direction for study

Specify purpose &

research

questions/hypoth

eses

Specific & narrow

Measurable,

observable data on

variables

Data collection Large number of

individuals

Uses instruments

Numeric data

Data analysis Statistical

Trends’ description,

comparing

groups/relating

variables

Data

interpretation

Comparison of results-

predictions

Report Standard, fixed

structures & evaluation

criteria

Objective & unbiased

approach

Designs Experimental

Quasi-experimental

Survey

Correlational

2. The Interpretive Approach (Qualitative)

What? Researcher relies on

view of participants,

asks broad, general

questions, collects data

consisting of text,

describes & analyse

words for themes,

subjective, biased

manner

Identifying

problem

Requires exploration in

which little is known

about the problem

Detailed understanding

of central phenomenon

Literature review Minor role

Justifies research

problem

Specify purpose &

research

questions/hypoth

eses

General & broad

Seek to understand

participants’

experiences

Data collection General, emerging

questions to generate

responses

Gathering text/image

Small group

Data analysis Text analysis

Thematic development

Data

interpretation

Stating larger meaning

of findings

Report Uses flexible, emerging

structure & evaluation

criteria

Reflexive/biased

approach

Designs Ethnography

Case study

Historical

TSL3113 2015

2 | C a p r i M a X o X o

ETHICS OF EDUCATIONAL RESEARCH

The Important Aspects of Research Ethics

Ethical standards – guide

behaviour of researchers & offer

security & protection to

participants

Professional standards – research

topic, research procedure,

sponsor, free & informed consent,

obtaining more than you asked,

conflict of interest

Ethical Codes

Respecting participant rights

Honouring research sites

Reporting research fully & honestly

Informed consent

Use volunteers