WHY RESEARCH IS OF VALUE
• The scientifi c method provides an important way to obtain accurate and reliable
information.
WAYS OF KNOWING
• There are many ways to obtain information, including sensory experience, agreement
with others, expert opinion, logic, and the scientifi c method.
• The scientifi c method is considered by researchers the most likely way to produce
reliable and accurate knowledge.
• The scientifi c method involves answering questions through systematic and public
data collection and analysis.
TYPES OF RESEARCH
• Some of the most commonly used research methodologies in education are experimental
research, correlational research, causal-comparative research, survey research,
ethnographic research, historical research, and action research
.
• Experimental research involves manipulating conditions and studying effects.
• Correlational research involves studying relationships among variables within a single
group and frequently suggests the possibility of cause and effect.
• Causal-comparative research involves comparing known groups who have had different
experiences to determine possible causes or consequences of group membership.
• Survey research involves describing the characteristics of a group by means of such
instruments as interview questions, questionnaires, and tests.
• Ethnographic research concentrates on documenting or portraying the everyday experiences
of people, using observation and interviews.
• Ethnographic research is one form of qualitative research. Other common forms of
qualitative research include the case study, biography, phenomenology, and grounded
theory.
• A case study is a detailed analysis of one or a few individuals.
• Historical research involves studying some aspect of the past.
Action research is a type of research by practitioners designed to help improve their
practice.
• Evaluation research aims to improve the object or program being evaluated, usually
by strengthening its delivery, implementation, and outcomes.
• Each of the research methodologies described constitutes a different way of inquiring
into reality and is thus a different tool for understanding what goes on in education.
GENERAL RESEARCH TYPES
• Individual research methodologies can be classifi ed into general research types. Descriptive
studies describe a given state of affairs. Associational studies investigate
relationships. Intervention studies assess the effects of a treatment or method on
outcomes.
• Quantitative and qualitative research methodologies are based on different assumptions;
they also differ on the purpose of research, the methods used by researchers,
the kinds of studies undertaken, the researcher’s role, and the degree to which generalization
is possible.
• Mixed-method research incorporates both quantitative and qualitative approaches.
• Meta-analysis attempts to synthesize the results of all the individual studies on a
given topic by statistical means.
CRITICAL ANALYSIS OF RESEARCH
• Critical analysis of research raises basic questions about the assumptions and implications
of educational research.
THE RESEARCH PROCESS
• Almost all research plans include a problem statement, an exploratory question or
hypothesis, definitions, a literature review, a sample of subjects, instrumentation, a
description of procedures to be followed, a time schedule, and a description of intended
data analyses.
• The scientifi c method provides an important way to obtain accurate and reliable
information.
WAYS OF KNOWING
• There are many ways to obtain information, including sensory experience, agreement
with others, expert opinion, logic, and the scientifi c method.
• The scientifi c method is considered by researchers the most likely way to produce
reliable and accurate knowledge.
• The scientifi c method involves answering questions through systematic and public
data collection and analysis.
TYPES OF RESEARCH
• Some of the most commonly used research methodologies in education are experimental
research, correlational research, causal-comparative research, survey research,
ethnographic research, historical research, and action research
.
• Experimental research involves manipulating conditions and studying effects.
• Correlational research involves studying relationships among variables within a single
group and frequently suggests the possibility of cause and effect.
• Causal-comparative research involves comparing known groups who have had different
experiences to determine possible causes or consequences of group membership.
• Survey research involves describing the characteristics of a group by means of such
instruments as interview questions, questionnaires, and tests.
• Ethnographic research concentrates on documenting or portraying the everyday experiences
of people, using observation and interviews.
• Ethnographic research is one form of qualitative research. Other common forms of
qualitative research include the case study, biography, phenomenology, and grounded
theory.
• A case study is a detailed analysis of one or a few individuals.
• Historical research involves studying some aspect of the past.
Action research is a type of research by practitioners designed to help improve their
practice.
• Evaluation research aims to improve the object or program being evaluated, usually
by strengthening its delivery, implementation, and outcomes.
• Each of the research methodologies described constitutes a different way of inquiring
into reality and is thus a different tool for understanding what goes on in education.
GENERAL RESEARCH TYPES
• Individual research methodologies can be classifi ed into general research types. Descriptive
studies describe a given state of affairs. Associational studies investigate
relationships. Intervention studies assess the effects of a treatment or method on
outcomes.
• Quantitative and qualitative research methodologies are based on different assumptions;
they also differ on the purpose of research, the methods used by researchers,
the kinds of studies undertaken, the researcher’s role, and the degree to which generalization
is possible.
• Mixed-method research incorporates both quantitative and qualitative approaches.
• Meta-analysis attempts to synthesize the results of all the individual studies on a
given topic by statistical means.
CRITICAL ANALYSIS OF RESEARCH
• Critical analysis of research raises basic questions about the assumptions and implications
of educational research.
THE RESEARCH PROCESS
• Almost all research plans include a problem statement, an exploratory question or
hypothesis, definitions, a literature review, a sample of subjects, instrumentation, a
description of procedures to be followed, a time schedule, and a description of intended
data analyses.
No comments:
Post a Comment