Name: Sheeba Javed

Roll number: CB567532

Subject name: Educational Research
Course code: 837
Date: 5th july,2021
Semester Terminal Exam
Q1. Explain why research is more reliable and valid source of collecting data as
compared to other sources of knowledge? Discuss the relative effectiveness of each type
research by purpose and suggest the ways to use historical research effectively to explore past
issues and events.
ANSWER
A cyclical process of steps that typically begins with identifying a research problem or issue of
study. It then involves reviewing the literature, specifying a purpose for the study, collecting and
analyzing data, and forming an interpretation of information. This process culminates in a
report, disseminated to audiences, that is evaluated and used in the educational community.
(Creswell, 2002)
In less comprehensive terms, educational research is an organized approach to asking,
answering, and effectively reporting a question.

Educators need to be consumers (and producers) of research. Creswell (2002) notes the
following reasons, describing the various purposes of educational research:
1. Improve Practice
Research can suggest ways of improving practice that have been verified with many
applications and by many different types of people, which is difficult for practitioners.
2. Add to Knowledge
Research can add to what we know about how people learn and what we can do help facilitate
the learning process.
3. Address Gaps in Knowledge
Research can address areas in which little is know, like perhaps the effects of online versus
traditional classroom learning.
4. Expand Knowledge
Research can allow us to extend what we know in ways we never conceived.
5. Replicate Knowledge
Research can act as a test to verify previous findings.
6. Add Voices of Individuals to Knowledge
Research can add an important perspective for different learning types. Much of the
educational research prior to the Eighties is based on able, white, middle-to-upper class males.
This is certainly not reflective of our increasingly heterogeneous students, and research helps
revise theory and practice to reflect different student needs.
These are only a few of the many reasons research is important, particularly to educators. In an
increasingly data-driven society, it is vital that educators know how to locate, find, and
interpret research on their own. Further, educators need to be able to conduct quality research
to examine issues within their own contexts.
RESEARCH BY PURPOSE
Research by purpose is based on the degree to which findings have direct educational
application and degree to which they are generalizable.
BASIC RESEARCH:
Basic research is either directly or indirectly involves the development of theory. The
purpose of basic research is solely the theory development and refinement. Basic research
establish general principles for learning.
For example basic research has been conducted to determine principle of reinforcement and
their effects on learning. Basic research provide theory that produce the implications for solving
educational problems
APPLIED RESEARCH:
Applied research is concerned with application of theory to the solution of problems.
The purpose of applied research is applying or testing theory and evaluating its usefulness in
solving educational problems. Applied research provide data to support theory, guide theory
revision or suggest development of new theory. Applied research has tested the principle to
determine the effectiveness in improving learning.
ACTION RESEARCH:
The solution of practical problem through the application of scientific method is called
action research or the solution of local problem in local setting. It is not concerned with
generalization. The primary purpose of action research is the solution of a given problem, not
contribution to science. Teacher is very much a part of this process. The value of action
research is confined primarily to those who conducting it. The value of action research to true
scientific progress is limited, because it did not developed sound theories having implications
for many classrooms, not just one or two. Action research provide immediate answer to the
problems, that cannot wait for theoretical solution.

EVALUATION RESEARCH:
Evaluation is the systematic process of collecting and analyzing data in order to make
important decisions. The purpose of evaluation research is select an alternative in order to
make decisions. There may be only two alternatives. For example continue a program or not,
adopt a new curriculum or keep the current. Evaluation is a type of research whose purpose is
to facilitate decision making
RESEARCH AND DEVELOPMENT:
Major purpose is not to formulate or test theory but to develop effective products for
use in schools
HISTORICAL RESEARCH:
Historical research involves studying, understanding and explaining past events. The
purpose of historical research is to arrive at conclusion concerning causes, effects or trends of
the past occurrences that may help to explain present events and anticipate future events. It is
less frequently conducted than other types. There are certain educational problems and issues
such as grading policies that can be better understood in the light of past experiences. Historical
research studies do not gather data by administering instruments to individuals. They must
seek out the data that are already available. Source of data primary and secondary.Primary
sources has firsthand knowledge such as eyewitness, reports and original documents.
Secondary sources has secondhand information
For Example
Factor leading to the development and growth of cooperative learning
Trends in reading instruction 1940-1995

Q 2.
Differentiate between descriptive and experimental research by giving examples and also
discuss when and how each is used to address educational issues.
ANSWER
Descriptive research:

 Type of research where characteristics of the study group or a certain occurrence are
described.
 Useful in gathering data on a certain population or a specific occurrence.
 Aim is to describe the characteristics of the study group, thus answering the question
“what is”
 Typically includes sociological and psychological studies.
 Realities are multiple, constructed, and holistic.
 The purpose to understand meaning from the perspectives of the participants.
 Knower and known are inspirable.
 Researcher’s ability to control extraneous variables is rejected.
 Participants are seen as involved in the research.
 Description and exploration of the context of research is critical.
 Data is often non-numeric.
 Focus on unique aspects of the context.
 Involves collecting data in order to test hypothesis.
 Descriptive study determines and report the way things are
 Descriptive data are typically collected through questionnaire.
 We developed instrument for specific studies.
 This type of research is also called normative survey research.
 Classified into the categories such as survey studies.
 This type of research is quite useful as it helps in making surveys concerning aims,
outcomes of instructional programs, survey concerning administrative problems of
procedures.
 Following stages are involved in the planning and the preparation of the final report.
1. Statement of general objectives.
2. Statements of specific objectives.
3. Analyzing
4. Reporting.
5. Machine tabulation.
6. Make analysis plans.
7. Determination of the size and design of the sample.
8. Determination and conducting interviews.
 For example: how does secondary school teacher spend their time in classroom.
a description of teenager’s attitudes towards smoking.

Experimental research:

 Type of research that manipulates variables to come to a conclusion.

 Useful in finding out the cause-effect of a causal relationship, correlation etc.
 Aim to manipulate the given variables so as to support or reject the assumed
hypothesis. Hence it answers the question “what if’
 Typically includes forensic studies, biological and other laboratory studies etc.
 Primarily uses quantitative methodology.
 The purpose of research is to discover the truth.
 Knower and known must remain separate to limit observer bias.
  Emphasis on control of extraneous variables.
 Context is de-emphasized.
 Data id often quantified.
 Research participant are objectified.
 Focus on generalization of research finding.
 For example: the effect of positive reinforcement on attitude toward the schools.
A study of the effects of a new diet treatment plan on insulin levels in diabetics.

 Symbols used in experimental design are E C X Y R etc.

 Threats to experimental research are internal validity and external validity.
 Steps in experimental research
1. Planning the experiment.
2. Conducting the experiment.
3. Reporting the result.
 There are many areas in which experimental studies in education examples include the
teaching of spelling through different methods, difference between the effects of the
authoritarian and the democratic set up in t he education are problems which have
been handled in a scientific way through the experimental approach.

Q3. Conduct and completion of a good research study/ work is not possible without the
development of a systematic research proposal and use of appropriate research tool. Discuss
with arguments. Also describe the silent features of a good research report.
ANSWER:
A research proposal is a document which provides a detailed description of the intended
program .
Elements of a Research Proposal
 • Introduction ( Rationale)
• Statement of the Research Problem
• Objectives of the Study
• Hypotheses/ Research questions
• Delimitation
• Significance of the study ( Beneficiaries of the Study)
• Literature review
• Procedure
• Population for the Study
• Sampling and Sampling Techniques (Participants for study)
• Development of Data Collection Tools
• Data-collection methods
• Data Analysis and Interpretation
• References

Research Tools
• Questionnaire
• Interview schedule
• observation
Interview schedule
Meaning of Interview schedule
• One to one direct communication between researcher and subject for collection of data.
• Series of questions to be asked in an interview is called interview schedule.
Types of Interview schedule
• Structured (for research)
• Semi-structured ( flexible but structured)
• Non-directive ( free talk on issues)
• Focused ( in depth talk on an issue ) (Media)
How to conduct an Interview
 • Interview schedule should as per objectives.
• Planning of time, duration, place, mode of recording.
• Follow Formalities.
• Respect not to answer right of subject.
• Use of appropriate Language.
• Positive body language.
• Directing the interview.
• Questioning – proper stress and tone, use of sub questions if required.
Limitations
• Hesitation to express
• Vague
• Time restrictions
• Less time for thinking
• Subjective
• Researcher’s influence
• Consciousness
• Manipulated/polished/sophisticated/socially accepted responses may be preferred.
Questionnaire
Meaning
• Series of questions in written form.
• Indirect interview
• Widely used tool
When to use
• Objective tool
• Factual data required
• Large sample
• Minimum cost & time
• Crossing Geographical limitations
Types
 • Open ,Close , Mixed , E-mail , Web based , Live , Distance
Development of Questionnaire
• Objectives
• Content analysis
• Combination of Types of questions.
• Sequence of questions.
• Statistical techniques.
• Questions- clear, correct, to the point, appropriate nos.,
Administration of Questionnaire
• Appointment
• Take in to confidence
• Instructions and expectation
• Tackling queries
• Postage
• Formalities
Advantages of Questionnaire
• Objectivity
• Freedom to think
• Flexibility of time
• Free to answer.
Limitations of Questionnaire
• Difficult to analyze.
• Environmental effects.
• Collection is a challenge
• Ambiguous
Qualities of Good Questionnaire
• EXTERNAL INTERNAL
• Instructions • Clarity and simplicity of questions
• Primary Information • Validity and reliability
• Font style and Type • As per age of subjects.
 • Grammar • Divisions as per Objectives.
• Quality, color and size of Paper. • Pilot study
• Proper space for response.
• Postage

Interview schedule vs questionnaire

Interview Questionnaire
• Live / Real time • Own time of subject.
• Direct questionnaire • Indirect interview.
• More subjective. • More objectives.
• Useful for experts, • Useful for subjects, teacher, students
Illiterate people, parents etc. etc.
• To know views. • To collect factual data
• More time per subject. • Min time more info.
• Variety of data from a person. • Specific data from more subjects.
• Informal way. • Formal way.
• Not easy to analyze • Comparatively easier to analyze.
• Flexible • Rigid
• One to one interaction • One to many reaction.
• Researcher note responses. • Subject notes responses.

Observation
Types of Observation
• Overt – subject are aware
• Covert - unaware
• Participant
• Non-participant
Precautions in Observation
• Appropriate tools
• Field notes
 • Informal approach
• Building rapport
• What to observe
• Use of audio visual devices
Advantages
• Natural response
• Real collection of a data
• All round data
• Self-experience
• Understanding the subject.
• Useful for sociological research.
• Useful for linear research.
Limitations
• Subjectivity
• Temporary form of data is acquired.
• Difficult to analyze the data.
• Time consumable.
• Practical difficulties.

Features of research reports:

1. Positivity
as for as possible positive statements should be made instead of negative ones.
2. Punctuation
Punctuation have to be carefully and correctly used otherwise the meaning of sentences
may be misunderstood.

3. Approach
There are two types of approaches:
 (a) Personal >Person when a report is written based on personal inquiry are
observation.
(b) Impersonal
4. Readability
The key tone of report is readability. The style of presentation and the use of words
shell be such that the readers find it attractive and he is compelled to read the report
from the beginning to the end.
5. Proper form
A report must be in the proper form. Sometimes there are statutory forms to follow.
6. Presentation
A report needs and attractive presentation. It depends on the quality of typing and
printing as well as quality of paper used.
7. Clarity
The language shell be lucid and straight, clearing expressing what is intended to be
expressed.