ALIGARH MUSLIM UNIVERSITY

Assignment on –

‘Define Research and Educational

Research. Discuss characteristics
of research’

Paper –
Introduction to Research Methods
MEM - 1003

SUBMITTED BY
MD IKRAM ALAM
EN. NO.- GH8543
ROLL NO.- 20MED 037
M.ED (P)

SUBMITTED TO
Prof. Gunjan Dubey
Professor
Dept. of Education
Aligarh Muslim University
Aligarh, U.P. 202002
Definition of Research –

Research is defined as careful consideration of study

regarding a particular concern or problem using scientific methods. According to
the American sociologist Earl Robert Babbie, “research is a systematic inquiry to
describe, explain, predict, and control the observed phenomenon. It involves
inductive and deductive methods.” Inductive research methods analyse an
observe event, while deductive methods verify the observed event. Inductive
approaches are associated with qualitative research, and deductive methods are
more commonly associated with quantitative analysis.

Purpose of Research -

There are three main purposes of research -

I. Exploratory -
As the name suggests, researchers conduct exploratory
studies to explore a group of questions. The answers and analytics may
not offer a conclusion to the perceived problem. It is undertaken to
handle new problem areas that haven’t been explored before. This
exploratory process lays the foundation for more conclusive data
collection and analysis.
II. Descriptive –
It focuses on expanding knowledge on current issues
through a process of data collection. Descriptive studies describe the
behaviour of a sample population. Only one variable is required to
conduct the study. The three primary purposes of descriptive studies are
describing, explaining, and validating the findings.
III. Explanatory –
Causal or explanatory research is conducted to understand
the impact of specific changes in existing standard procedures. Running
experiments is the most popular form.

Types of Research –

Research methods are broadly classified as Qualitative

and Quantitative. Both methods have distinctive properties and data collection
methods.
Qualitative methods –

Qualitative research is a method that collects data

using conversational methods, usually open-ended questions. The responses
collected are essentially non-numerical. This method helps a researcher
understand what participants think and why they think in a particular way. Types
of qualitative methods include – One-to-one Interview, Focus Groups,
Ethnographic studies, Text Analysis, Case Study.

Quantitative methods –

Quantitative methods deal with numbers and

measurable forms. It uses a systematic way of investigating events or data. It
answers questions to justify relationships with measurable variables to either
explain, predict, or control a phenomenon. Types of quantitative methods include
- Survey research, Descriptive research, Correlational research.

Characteristics of Research -

➢ Good research follows a systematic approach to capture accurate data.

Researchers need to practice ethics and a code of conduct while making
observations or drawing conclusions.
➢ The analysis is based on logical reasoning and involves both inductive and
deductive methods.
➢ Real-time data and knowledge are derived from actual observations in
natural settings.
➢ There is an in-depth analysis of all data collected so that there are no
anomalies associated with it.
➢ It creates a path for generating new questions. Existing data helps create
more research opportunities.
➢ It is analytical and uses all the available data so that there is no ambiguity
in inference.
➢ Accuracy is one of the most critical aspects of research. The information
must be accurate and correct.

Educational Research –

Educational research is a type of systematic

investigation that applies empirical methods to solving challenges in education.
It adopts rigorous and well-defined scientific processes in order to gather and
analyse data for problem-solving and knowledge advancement.

J B West defines educational research as that activity that is directed towards the
development of a science of behaviour in educational situations. The ultimate aim
of such a science is to provide knowledge that will permit the educator to achieve
his goals through the most effective methods.

According to Mouly, “Educational Research is the systematic application of

scientific method for solving educational problem”.

Travers thinks, “Educational Research is the activity for developing science of

behaviour in educational situations. It allows the educator to achieve his goals
effectively”.

According to Whitney, “Educational Research aims at finding out solution of

educational problems by using scientific philosophical method”.

The primary purpose of educational research is to expand the existing body of

knowledge by providing solutions to different problems in pedagogy while
improving teaching and learning practices. Educational researchers also seek
answers to questions bothering on learner-motivation, development, and
classroom management. Thus, Educational Research is to solve educational
problem in systematic and scientific manner, it is to understand, explain, predict
and control human behaviour.

Need and importance of Educational Research -

Research in education as
in other fields is essential for providing useful and dependable knowledge through
which the process of education can be made more effective. There are various
considerations which emphasize need for research in education

➢ Education has strong roots in the field like philosophy, history, economics,
psychology and sociology. It is through an intensive process of scientific
inquiry about the philosophical, historical, economics, psychological and
sociological impact on various aspects of education that sound theories can
be established.
➢ Education is considered as much a science as an art. As a science, it has a
corpus of knowledge. Since education depends on a corpus of knowledge,
there is need to add scientific knowledge to it for enrichment and
improvement. As an art, education seeks to impart knowledge effectively.
It needs careful research efforts to enhance teacher’s effectiveness.
 ➢ The slogan of democratization of education resulted in the expansion of
education. It has given rise to numerous problems like the problem of
individual differences, expansion, buildings, discipline and so on.
Solutions of such problems by trial and error or by experience from
tradition and authority often yielded erroneous result. We need solutions
based on research so that the coming generation is not left to the mercy of
errors of outright sins of tradition, ignorance and prejudice.
➢ There is a need for educational research because of the changing concept
of education. The International Commission on the Development of
Education, in its report “Learning To Be” (UNESCO 1972, p. 143)
emphasizes: - ‘Education from now-on can no longer be defined in relation
to a fixed content which has to be assimilated, but must be conceived of as
a process in the human beings, who thereby learns to express himself, to
communicate and to question the world, through his various experiences
and increasingly - all the time - to fulfil himself. It has strong roots, not
only in economics and sociology but also in the findings from
psychological research which indicate that man is an unfinished being and
can only fulfil himself through constant learning. If this is so, then
education takes place at all ages of life, in all situations and circumstances
of existence. It returns to its true nature, which is to be total and life long,
and transcends the limits of institutions, programmes and methods imposed
on it down the centuries.’

In the context of above nature of education, the limits of educational research

have to be extended from the formal and conventional modes of education to the
non-formal and innovative systems based on ecological and cybernetic models.

➢ During the last two decades, great changes have taken place as a result of
the rapid scientific and technological developments. Education has to play
an important role so that we can accept the change in a smooth way. It can
do so by bringing improvements in the existing curriculum, textbooks,
methods of teaching and evaluation.

Types of Educational Research -

Educational research can be broadly

categorized into three types which are descriptive research, correlational
research, and experimental research. Each of these has distinct features.

Descriptive Educational Research -

In this type of educational research, the

researcher merely seeks to collect data with regards to the status quo or present
situation of things. The core of descriptive research lies in defining the state and
characteristics of the research subject being understudied. Because of its
emphasis on the “what” of the situation, descriptive research can be termed
an observational research method. In descriptive educational research, the
researcher makes use of quantitative research methods including surveys and
questionnaires to gather the required data. Typically, descriptive educational
research is the first step in solving a specific problem. Here are a few examples
of descriptive research –

• A reading program to help you understand student literacy levels.

• A study of students’ classroom performance.
• Research to gather data on students’ interests and preferences.

Correlational Educational Research -

This is a type of educational research

that seeks insights into the statistical relationship between two research variables.
In correlational research, the researcher studies two variables intending to
establish a connection between them. Correlational research can be positive,
negative, or non-existent. Positive correlation occurs when an increase in variable
A leads to an increase in variable B, while negative correlation occurs when an
increase in variable A results in a decrease in variable B. When a change in any
of the variables does not trigger a succeeding change in the other, then the
correlation is non-existent. Also, in correlational educational research, the
research does not need to alter the natural environment of the variables; that is,
there is no need for external conditioning. Examples of educational correlational
research include -

• Research to discover the relationship between students’ behaviours and

classroom performance.
• A study into the relationship between students’ social skills and their
learning behaviours.

Experimental Educational Research -

Experimental educational research is a

research approach that seeks to establish the causal relationship between two
variables in the research environment. It adopts quantitative research methods in
order to determine the cause and effect in terms of the research variables being
studied. Experimental educational research typically involves two groups - the
control group and the experimental group. The researcher introduces some
changes to the experimental group such as a change in environment or a catalyst,
while the control group is left in its natural state. The introduction of these
catalysts allows the researcher to determine the causative factor (s) in the
experiment. At the core of experimental educational research lies the formulation
of a hypothesis and so, the overall research design relies on statistical analysis to
approve or disprove this hypothesis. Examples of Experimental Educational
Research are -

• A study to determine the best teaching and learning methods in a school.

• A study to understand how extracurricular activities affect the learning
process.

Based on functionality, educational research can be classified into fundamental

research, applied research, and action research. The primary purpose of
fundamental research is to provide insights into the research variables; that is, to
gain more knowledge. Fundamental research does not solve any specific
problems. Applied research is a research approach that seeks to solve specific
problems. Findings from applied research are useful in solving practical
challenges in the educational sector such as improving teaching methods,
modifying learning curricula, and simplifying pedagogy. Action research is
tailored to solve immediate problems that are specific to a context such as
educational challenges in a local primary school. The goal of action research is
to proffer solutions that work in this context and to solve general or universal
challenges in the educational sector.

Educational Research Methods -

▪ Surveys/Questionnaires -

A survey is a research method that is used to

collect data from a predetermined audience about a specific research context. It
usually consists of a set of standardized questions that help you to gain insights
into the experiences, thoughts, and behaviours of the audience. Surveys can be
administered physically using paper forms, face-to-face conversations, telephone
conversations or online forms. Online forms are easier to administer because they
help you to collect accurate data and to also reach a larger sample size. In order
to gather accurate data via your survey, you must first identify the research
context and the research subjects that would make up your data sample size. Next,
you need to choose an online survey tool like Form plus to help you create and
administer your survey with little or no hassles.

▪ Interviews -

An interview is a qualitative data collection method that

helps you to gather information from respondents by asking questions in a
conversation. It is typically a face-to-face conversation with the research subjects
in order to gather insights that will prove useful to the specific research context.
Interviews can be structured, semi-structured or unstructured. A structured
interview is a type of interview that follows a premeditated sequence; that is, it
makes use of a set of standardized questions to gather information from the
research subjects. An unstructured interview is a type of interview that is fluid;
that is, it is non-directive. During an unstructured interview, the researcher does
not make use of a set of predetermined questions rather, he or she spontaneously
asks questions to gather relevant data from the respondents. A semi-structured
interview is the mid-point between structured and unstructured interviews. Here,
the researcher makes use of a set of standardized questions yet, he or she still
makes inquiries outside these premeditated questions as dedicated by the flow of
the conversations in the research context. Data from Interviews can be collected
using audio recorders, digital cameras, surveys and questionnaires.

▪ Observation -

Observation is a method of data collection that entails

systematically selecting, watching, listening, reading, touching and recording
behaviours and characteristics of living beings, objects or phenomena. In the
classroom, teachers can adopt this method to understand students’ behaviours in
different contexts. Observation can be qualitative or quantitative in approach. In
quantitative observation, the researcher aims at collecting statistical information
from respondents and in qualitative information, the researcher aims at collecting
qualitative data from respondents. Qualitative observation can further be
classified into participant or non-participant observation. In participant
observation, the researcher becomes a part of the research environment and
interacts with the research subjects to gather info about their behaviours. In non-
participant observation, the researcher does not actively take part in the research
environment; that is, he or she is a passive observer.

Characteristics of Educational Research -

➢ Educational research is directed towards the solution of a problem in the

field of education. It may attempt to answer a question or to determine the
relation between two or more variables.
➢ It emphasizes the development of generalizations, principles or theories
that will be helpful in predicting future occurrences.
➢ Educational research, usually goes beyond the specific objects, groups or
situations investigated and infers characteristics of a target population from
the sample observed.
➢ Educational research involves getting new data from primary or first-hand
sources or using existing data for a new purpose.
➢ Educational research accepts only what can be verified by observation.
Certain interesting questions do not tend themselves to research
procedures.
➢ Although research activity may at times be somewhat random and
unsystematic, it is more often characterized by carefully designed
procedures, always applying rigorous analysis. Although trial and error are
often involved, research is rarely a blind, shotgun investigation trying
something to see what happens.
➢ Research strives to be objective and logical, applying every possible test to
validate the procedures employed, the data collected and the conclusions
reached. The researcher attempts to eliminate personal bias.
➢ Research requires expertise. The researcher knows what is already known
about the problem and how others have investigated.
➢ Educational research involves the quest for answers to unsolved problems.
Pushing back the frontiers of ignorance is its goal and originality is
frequently the quality of a good research project.
➢ Educational research is based on insight and imagination. It needs the
service of man who looks beyond the present.
➢ Educational research requires interdisciplinary approach. It is related to the
study of complex relations about facts.
➢ Educational research is not so exact a research as physical science. In the
latter we can control the events but in educational research it is not
possible.
➢ Educational research has a great field. Educational psychology,
educational philosophy, methodology, class organization and
management, child development and other subjects are the fields of
research in education.