OVERVIEW OF

EDUCATIONAL RESEARCH

Joel M. Durban, Ph.D.

 Educational
Research

Sources of
Types Format Types
Knowledge
 Abstract
Introduction
Review of Related Literature

Format Question or Hypothesis

Methodology
Results
Discussion
Conclusion
References
 Systematic

Purposes
Sources of Knowledge

Personal Experience Characteristics

Research Scientific Inquiry Theories

Tradition Steps
Experts’ Authority Credibility

Logic Generalization
 Phenomenological
Mixed-Method Case Study
Qualitative Grounded Theory

Ethnographic
Types

Critical Study
Experimental
Quantitative
Basic, Applied,
Nonexperimental
Evaluation, Action
Analytical
DEFINITIONS
•Research is a process of steps used to collect and
analyze information to increase our understanding
of a topic or issue (Creswell, 2012).

•Educational Research is the systematic application

of a family of methods employed to provide
trustworthy information about educational
problems, issues, and topics (Gay and Airasian, 2003)
Research is the systematic
application or use of a set of
methods to provide trustworthy
information about problems.
 What is Educational Research?
•Is a systematic, disciplined inquiry applied to
educational problems and questions (McMillan,
2012).

•Research helps to provide facts /reliable

information or verifiable information instead
of assumptions
 What is Statistics?
•Statistics is the science of collecting,
organizing, summarizing, and analyzing
information to draw conclusions or
answer questions. In addition, statistics
is about providing a measure of
confidence in any conclusions (Sullivan,
2013).
 The Six Steps in the Process of
Research

1. Identifying a research problem

2. Reviewing the literature
3. Specifying a purpose for research
4. Collecting data
5. Analyzing and interpreting the data
6. Reporting and evaluating research
 Types of Researches:
• Basic and Applied Research

 Basic Research-involves the process of collecting

and analyzing data information to develop or enhance
theory
 Applied Research is conducted for the purpose of
applying or testing theory and evaluating its
usefulness in solving educational problems

•
•Evaluation Research

 Formative Evaluation- is used to inform and

improve what is being evaluated
 Summative Evaluation- Helps in the making of
decision of the overall quality/usefulness of the
program.

• Quantitative and Qualitative Research

CHARACTERSTICS OF THE
RESEARCH PROCESS
 The Research Process
Research
problem
Hypotheses
or
questions
Definitions

Literature
review

Sample

Instrumentation

Procedures/
design

Data
analysis
 Statement of the research problem

• sets the stage for everything else

• accompanied by a description of the background of the
problem
• legal or ethical ramifications related to the problem
should be discussed and resolved
 Formulation of an exploratory question or
hypothesis
• hypothesis
 a prediction, a state of what specific results or outcomes
are expected to occur
• clearly indicates any relationships expected between the
variables being investigated and be so stated that they can be
tested within a reasonable period of time
• not all studies are hypothesis-testing studies but many are
 Definition of terms

•keys terms in the problem statement and

hypothesis should be defined as clearly as
possible
 Review of the Related Literature

• other studies related to the research problem should be

located and their results briefly summarized
• literature review
 journals, reports, monographs, etc.
 sheds light on what is already known about the
problem and should indicate logically why the
proposed study would result in an extension of this
prior knowledge
 Sample
•subjects of the study should be identified
 sample or population
• the sampling plan should be described
 the procedures by which the subjects will be
selected
 Instrumentation

•each of the measuring instruments that

will be used to collect data from the
subjects should be described in detail and
a rationale should be given for their use
 Procedures

•what the researcher will do from the beginning to

end should be spelled out in detail
 what, when, where, how, and with whom
• much less feasible and appropriate in a qualitative
study
• a realistic time schedule outlining when various
tasks are to be started, along with expected
completion dates, should also be provided
•all materials and/or equipment that will be used in
the study should also be described
• general design or methodology to be used should
be stated
• possible sources of bias should be identified and
how they will be controlled should be explained
 Data Analysis
•statistical techniques to be used to analyze the
data should be described
 descriptive and inferential
• comparisons to be made to answer the
research question should be made clear
ETHICAL CONSIDERATIONS
 What is an Ethical Behavior?

•Webster’s dictionary defines ethical

behavior as “conforming to the standards
of conduct of a given profession or
group.”
 Three Important Ethical Considerations
1. Protecting Participants from Harm

• The most important ethical consideration

• Participants in a research study should be protected
from physical or psychological harm, discomfort, or
danger which can be caused by research procedures.
• The consent of participants should be obtained.
Three important ethical questions to ask in a study are:
• Could people be harmed (physically or psychologically)
during the study?
• If so, could the study be conducted in another way to find out
what the researcher wants to know?
• Is the information that can be possibly obtained from this
study so valuable that it warrants possible harm to the
participants?
2.Ensuring Confidentiality of Research Data

• Once the data is gathered no one else, except for key

research assistants, should have access to the data.
• If possible , the names of the subjects should be
removed from all data collection forms
• In cases where names are needed linkage system
should be guarded
• All participants should be assured that all data
gathered from or about them will be confidential.

• Names of subjects should never be used in any

publication that describes the research.

• Participants have the right to withdraw anytime from

the study.
3.Should Subjects be Deceived?

• Whenever possible, a researcher should conduct

the study using methods that do not require
deception
• If alternative method cannot be devised, the use
of deception must be justified by the
prospective study’s scientific, educational, or
applied value.
•If the participants are deceived, the researcher
must ensure that the participants are provided
with sufficient explanation as soon as
possible.
 Research with Children
•Children as research subjects present
problems for researcher that are different
from adult subjects.
• Mainly because they are more vulnerable,
have fewer legal rights and often do not
understand the meaning of “informed
consent”
•Informed consent of parents or those legally
designated as caretakers is required for
participants defined as minors.
•Signers must be provided with necessary
information in appropriate language and must
have the opportunity to refuse.
•Researchers should not present themselves as
diagnosticians or counselors in reporting
result to parents nor do they give information
given by the child in confidence.
•Children should never be coerced to
participate in a study
•Any form of remuneration for the child’s
services does not affect the application of
ethical principles.
Abstract
 Definition

•A summary of a statement, thesis, paper, or other

document, usually providing the gist.
•A brief summary of the principal ideas or
arguments
•Usually placed in between the title and the
introduction.
 Characteristics of a Good Abstract
• Accurate – reflects the purpose and the
content of the manuscript
• Self-contained
• Concise and specific – brief and
informative
• Non-evaluative – report rather than
evaluate
• Coherent and readable – clear and
vigorous prose
 Types of Abstract
•Descriptive
gives the general idea of the content
and organization of the article
describes in 75 – 150 words
contains the topic, rationale, purpose,
but not the conclusion
•Informative
longer and more difficult to write than the
descriptive abstract
Serves as a condensed substitute for the
entire article
contains the general information about the
content, methods, results and conclusions
no more than 10% of the entire length of
the article
 Guidelines for an Abstract
• Abstracts should be written in the third
person
• Use the proper tense
• Must be written in complete sentences
• Adhere to the order and sequence of the
original article
Questions to ask when writing an abstract:

•What is this article or book about?

•What is covered and in what order?
•What are the conclusions?
Thank You!!!